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OF 

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*  0. 

LAW7FR 


A    LIGHT-LINE     CONNECTIVE-VOWEL     SYSTEM    OF    SHORT-HAND 

WRITTEN    FROM    PRINCIPLES    WITHOUT    THE    USE 

OF   WORD   SIGNS   OR   CONTRACTIONS 

FOR 


Commercial,  Political  and  Judicial 

.     RECORDING, 

AND    IN    ALL    THOSE    FIELDS    OF    LABOR    WHICH    DEMAND    THE 
HIGHEST   DEGREE   OF   SPEED   AND    LEGIBILITY. 


BY  C.  E.  McKEE, 

Principal  New  Rapid  College  of  Short-Hand, 
BUFFALO,  N.  Y. 


SIXTH    EDITION. 


PUBLISHED  BY  THE 
BUFFALO  PUBLISHING  CO' 


Copyright  1888  by 
C.  E.  McKEE, 

Copyright  1889  by 
C.  E.  McKEE. 

PATENT  APPLIED  FOR. 


ALL  RIGHTS  RESERVED. 


M 

\     i 


TRANSCRIPT. 


thou    art,    ©    1Tla3'c   Perl> 
^ 
A     THou   wl]o   dost  serVe   the  Wants   of  men; 

By   rescuing   golden   thoughts  from   spoil, 
And   saving   the  World   from  years   of  toil. 
5  THE  AUTHOR. 


448333 


No  apology  need  be  offered  for  the  appearance  of  the 
present  work.  The  history  of  the  past  proves  that  a  system 
of  brief  writing  has  been  the  demand  of  the  ages.  That 
this  demand  still  exists  is  too  obvious  to  need  assertion. 
When  we  realize  what  a  small  percentage  of  the  multitudes 
who  yearly  take  up  the  study  of  short-hand,  make  a  success 
of  it,  we  begin  to  see  the  need  of  improvement  in  this  line 
of  human  achievement.  This  recognized  necessity  for  a 
simple  practical  system  of  brief  writing,  —  one  that  can  be 
learned  and  put  into  daily  use  by  the  masses,  without  devot- 
ing years  of  study  and  practice  to  this  one  branch  alone  —  is 
what  inspired  the  author  in  his  efforts  to  develop  the  present 
system. 

Says  an  eminent  writer  of  recent  date,  "The  formation 
of  a  really  good  system  of  short-hand  has  yet  to  be  shown  to 
the  world."  That  this  is  true  is  admitted  by  all  who  know 
anything  of  the  history  of  the  art. 

It  is  also  admitted  by  all  acquainted  with  the  New  Rapid 
system  that  never  in  the  history  of  short-hand  have  such 
results  been  obtained.  Students  who  have  failed,  after  devot- 
ing months  of  laborious  toil  to  the  mastery  of  other  systems, 
have  in  this  achieved  success  with  but  a  few  weeks  study. 

Time  and  use  have  proven  the  system  to  be  all  that  is 
claimed  for  it,  and  that  it  does  not  fall  short  of  its  object, 
which  is  :  To  secure  a  shorter  road  to  Stenographic  success  ; 
to  obtain  greater  legibility  and  speed,  and  lighten  the  labors  of 
that  mighty  army  that  is  daily  growing  in  the  skillful  use  of  the 
pen. 


6  THE    NEW   RAPID. 

A  glance  will  be  sufficient,  to  enable  one  to  see  that  the 
system  is  entirely  different  from  those  of  the  past,  and  that  in 
it  short-hand  has  been  emancipated  from  the  superstitions  that 
have  surrounded  it  from  its  birth  to  the  present  day. 

For  the  purpose  of  giving  the  reader  some  knowledge  of 
the  principles  of  this  system,  and  its  many  superior  advan- 
tages, we  give  a  brief  review  of  it  in  the  Introduction.  In 
referring  the  reader  to  this  we  ask  that  it  be  read  with  a  fair, 
impartial,  and  unbiased  spirit. 

We  think,  aside  from  the  principles  of  this  system,  there 
is  much  to  commend  the  New  Rapid  to  those  desiring  to 
pursue  the  study  of  short-hand.  The  matter  presented 
throughout  the  work  has  been  carefully  selected  and  graded. 
Unlike  other  systems,  it  has  been  presented  in  the  form  of 
Lessons.  This  arrangement  will  be  of  great  assistance  to  the 
student.  Whether  it  is  pursued  under  an  instructor,  or  by 
home  study,  it  enables  the  learner  to  take  it  up  in  its  proper 
order.  Each  lesson  is  so  arranged  that  it  can  be  thoroughly 
mastered  before  going  to  the  next,  and  as  it  contains  a  com- 
plete explanation  of  the  subject  in  question,  the  student  avoids 
the  confusion  arising  from  disconnected  lessons.  Everything 
belonging  to  a  lesson  is  placed  directly  in  connection  with  it, 
that  the  student  may  get  the  benefit  of  it  just  when  it  is 
needed.  A  list  of  questions  is  added  after  each  lesson,  which 
enables  the  student  to  ascertain  if  everything  passed  over  has 
been  thoroughly  mastered.  They  also  serve  as  good  test 
questions  when  a  hasty  review  on  theory  is  desired. 

Realizing  that  practice  is  what  is  necessary  to  render 
short-hand  useful,  we  have  presented  a  carefully  selected  list 
of  words  and  sentences  after  each  lesson.  This  enables  the 
learner  to  get  practice  on  those  words,  that  will  tend  to  fix 
the  principles  of  the  lesson  at  hand,  thoroughly  in  the  mind. 


PREFACE.  7 

The  lists  are  so  practical  and  comprehensive,  that  by  the 
time  the  theory  of  the  subject  has  been  completed,  the  student 
will  have  acquired  a  large  vocabulary  of  practical  word  forms. 

Realizing  what  a  vast  number  of  the  young  men  and 
women  who  pursue  the  study  of  short-hand,  have  not  the 
opportunity  to  secure  the  services  of  an  instructor,  we  have 
aimed  to  make  the  book  a  teacher  of  itself.  We  hope  that 
all  those  who  pursue  the  study  will  find  in  it  truth  and  beauty, 
and  a  lasting  degree  of  satisfaction  in  its  practice. 

With  these  few  words  of  greeting,  the  system  is  com- 
mended to  those  whose  labors  it  seeks  to  lessen,  trusting  that 
it  may  prove  a  faithful  friend  and  servant,  in  all  the  fields  of 
labor  to  which  it  may  be  called  to  administer. 
Buffalo,  N.  Y.,  March  28th,  1889. 


in  which  are  set  forth  a  few  of  the  merits  of  The  New  Rapid, 
showing  that  the  principles  upon  which  it  is  founded  are  those 
that  should  govern  a  practical  system  of  short-hand. 

The  burning  desire  of  the  human  mind  for  increased 
knowledge,  and  consequently  for  improvement,  seems  to  be 
the  progressive  principle,  propelling  us  onward  and  upward. 
Improvements  follow  improvements  on  all  the  inventions  of 
the  times.  Perfection  in  the  arts,  the  sciences  and  in  the 
numberless  inventions  of  the  age,  is  the  one  grand  idea  that 
fills  the  mind  of  the  scientific  world. 

The  impossibilities  of  the  past  were  probabilities  yester- 
day and  are  possibilities  to-day.  The  World  is  indeed  moving 
onward  and  upward.  But  in  her  onward  march,  she  has  not 
forgotten  the  pen,  —  which,  though  "mightier  than  the 
sword," — with  our  present  long-hand  method  of  recording 
thought,  needs  facilities  to  aid  in  coping  with  the  modern 
methods  of  living.  In  modern  short-hand  —  The  New 
Rapid — she  has  found  this  aid,  which  presents  to  the  world 
an  alphabet  of  letters  so  simple  and  facile,  that  even  a  child 
may  learn  to  write.  This  method  of  writing  is  as  wonderful 
as  it  is  simple.  By  it,  speech  is  recorded  as  it  falls  from  the 
lips  of  the  rapid  speaker,  and  thus  the  finest  sentiments  of  the 
human  soul,  — 

"  Are  transmitted  to  glowing  pages, 
And  handed  down  to  future  ages." 

What  once  meant  to  the  literary  man  years  of  laborious 
toil,  is  now  a  pleasant  task,  requiring  but  a  few  weeks  time  for 
its  completion.  The  man  of  business  who  formerly  toiled  all 


10  THE    NEW    RAPID. 

day  at  his  desk,  can  to-day  dispatch  his  correspondence  in  an 
hour's  time;  and  instead  of  it  being  a  miserable  scrawl,  im- 
possible to  decipher,  it  appears  in  a  neat  type,  as  plain  and 
legible  as  a  printed  book. 

Although  the  art  of  short-hand  has  done  much  in  the 
past,  yet  its  history  shows  that  it  has  been  very  unsatis- 
factory to  those  who  have  followed  it.  Years  of  study  and 
practice  directed  towards  this  one  branch  alone,  was  the 
only  way  it  could  be  made  available ;  and  even  then  without 
persistent  practice,  it  was  all  forgotten  in  less  than  one-tenth 
of  the  time  it  took  to  acquire  it.  The  large  percentage  of 
those  who  have  made  a  total  failure  of  short-hand,  even  after 
earnest  and  determined  effort,  is  sufficient  to  show  that  some- 
thing better  is  wanted  in  this  direction.  The  fact  that  even 
those  who  do  master  it  thoroughly,  seldom  have  confidence 
enough  in  its  legibility  to  use  it  in  recording  thoughts  for  safe 
keeping,  is  enough  to  show  why  it  has  never  come  into 
practical  every-day  use. 

What  the  world  is  demanding  to-day  is  a  system  that  can 
be  easily  learned,  is  as  legible  as  print,  and  can  be  written 
rapidly.  Illegibility  has  been  the  most  glaring  defect  of  all 
systems  of  short-hand  writing.  This  great  deficiency,  to- 
gether with  others,  so  painfully  realized  by  the  author  in  past 
years,  accounts  for  the  existence  of  the  New  Rapid  short- 
hand. 

Since  the  New  Rapid  system  is  so  unlike  others,  we 
review  briefly  a  few  of  its  prominent  features,  that  the  reader 
may  become  acquainted  with  the  underlying  principles  and 
better  understand  why  a  new  system  of  short-hand  has  been 
born,  and  is  working  such  a  mighty  revolution  throughout  the 
civilized  world. 

At  the  outset,  we  wish  to  say  that  if  you  are  a  writer  of 


INTRODUCTION.  1 1 

some  other  system,  we  hope  you  will  lay  aside  all  prejudices 
and  predilections,  and  judge  candidly  of  the  merits  of  the 
New  Rapid.  We  say  this,  knowing  how  apt  Stenographers 
are  to  consider  the  system  they  write,  as  the  ne  plus  ultra  of 
perfection,  and  consequently  bar  out  all  facts  that  would  tend 
to  make  it  appear  otherwise.  All  that  is  claimed  for  the  New 
Rapid,  has  been  fully  and  satisfactorily  demonstrated;  and 
hence  we  ask  that  you  reason  candidly  with  yourself,  while  we 
explain  briefly  a  few  of  its  merits. 

The  present  system  is  the  result  of  much  study  and  ( 
practice,  coupled  with  the  sincere  belief  that  there  were  im- 
portant springs  of  truth  yet  unexplored,  connected  with  the 
science  of  swift  writing.  The  system  has  been  perfected  and 
brought  to  its  high  state  of  excellence,  through  the  firmly 
established  principles  that  govern  so  harmoniously  all  its  parts. 
Over  one  year  was  spent  in  constructing  and  arranging  the 
Phonographic  Alphabet.  To  the  inexperienced  this  may 
seem  like  an  exorbitant  waste  of  time  and  energy ;  but  there 
are  many  difficulties  to  be  encountered  in  developing  a  system 
of  writing  that  will  record  briefly  and  systematically,  — and  in 
such  an  easy,  simple  manner,  — human  speech  as  rapidly  as  it 
is  spoken. 

The  success  of  anything  depends  largely  upon  the  foun- 
dation. Nowhere  is  this  truer  than  in  short-hand ;  and  as  the 
alphabet  is  the  foundation  of  the  whole  structure,  it  is  neces- 
sary that  it  contains  those  elements  which  will  conduce  largely 
toward  bringing  the  system  as  a  whole  into  a  high  state  of 
perfection.  Realizing  this,  we  have  spared  no  pains  to  lay  a 
foundation  that  will  be  simple,  practical  and  complete.  The 
philosophical  arrangement  of  our  alphabet,  combined  with  the 
powerful  contracting  principles,  is  what  enables  us  to  secure  such 
a  remarkable  degree  of  brevity  without  sacrificing  legibility. 


12  THE    NEW    RAPID. 

J.  M.  Sloan,  of  England,  author  of  Sloan-Duployan 
Short-hand,  has  truthfully  said:  ''It  does  not  require  great 
intelligence  to  understand  that  the  more  powerful  an  alphabet 
is,  the  fewer  abbreviations  are  required ;  consequently  more 
sounds  are  retained,  which  give  extra  legibility."  Since  the 
alphabet  forms  the  foundation  and  is  of  such  vital  importance 
to  all  the  after-work,  we  here  illustrate  a  few  of  its  prominent 
features. 

One  of  the  main  characteristics  of  this  system  is  the  easy, 
running  style  of  writing  produced,  and  the  great  similarity  it 
bears  to  long-hand.  A  writer  of  prominence  has  said:  "  The 
greatest  perfection  of  long-hand  consists  in  its  free,  easy  style, 
and  regularity  of  appearance. ' '  This  is  a  recognized  fact ;  and 
since  the  hand  is  accustomed  to  the  long-hand  style  of 
writing,  it  is  obvious  that  the  nearer  short-hand  approaches 
this,  the  easier  and  more  natural  will  it  be  in  execution. 
Recognizing  this  as  one  of  the  essentials  requisite  to  easy 
rapid  writing,  this  system  is  based  upon  the  principles 
governing  long-hand.  Curves,  instead  of  being  parts  of 
circles,  are,  as  in  long-hand,  elliptical.  Irregular  outlines 
and  difficult  combinations  are  avoided  ;  and  the  writing,  as  a 
whole,  tends  towards  the  right,  producing  an  easy,  running 
style. 

This  similarity  to  long-hand  is  still  further  carried  out  by 
the  small  use  that  is  made  of  shaded  characters.  Too  many 
shaded  strokes  render  the  writing  very  difficult  of  execution 
If  in  long-hand  we  should  attempt  to  shade  every  other  stroke, 
as  is  done  in  the  *Pitmanic  systems,  we  would  find  it  a  very 
slow  and  laborious  way  of  writing.  Hence,  the  fewer  shaded 

*  By  "  Pitmanic  systems  "  is  meant  those  systems  which  use  that  alphabet 
of  consonants  as  arranged  by  Isaac  Pitman,  of  England,  in  1837.  They 
are  the  Graham's,  Munson's,  Scott  Browne's,  Ben  Pitman's,  Burn's,  etc. 


I NTRODUCTION.  1 3 

strokes  employed  the  better.  In  view  of  this  fact  we  have 
constructed  an  alphabet  which  practically  does  away  with 
shading.  This  we  consider  in  many  ways  a  great  improve- 
ment over  former  systems. 

But  by  other  means  equally  important,  we  have  succeeded 
in  securing  to  a  still  larger  degree  that  ease  and  grace  in  exe- 
cution which  so  characterizes  the  long-hand  style  of  writing. 
This  is  accomplished  by  the  manner  in  which  certain  letters 
are  represented. 

In  assigning  values  to  the  different  strokes,  the  easiest 
and  most  facile  outlines  were  selected  to  represent  the  most 
frequently  recurring  sounds.  Thus  the  sounds  represented  by 
s  and  z,  which  are  found  most  frequently  in  the  English 
language,  are  represented  by  a  circle  and  horizontal  strokes  ; 
and  t  and  d,  which  rank  second,  by  right  oblique  strokes 
running  the  same  as  the  strokes  in  long-hand,  which  can  be 
struck  either  upwards  or  downwards.  And  so  on  throughout 
the  alphabet  —  easy,  facile  strokes  are  utilized  in  representing 
frequently  recurring  sounds.  This  enables  us,  not  only  to 
write  common  phraseology  with  exceeding  ease  and  facility, 
but  it  secures  lineality,  one  of  the  great  essentials  to  easy 
rapid  writing. 

In  all  the  Pitmanic  systems  the  most  frequently  recurring 
sounds  in  the  language  are  unfortunately  represented  by  the 
most  difficult  characters.  For  example,  the  s  and  z,  and  t 
and  d  are  expressed  by  perpendicular  strokes,  while  other 
letters  are  represented  by  values  wholly  unsui ted  for  easy  join- 
ing and  so  impracticable  that  they  necessitate  the  use  of 
special  hooks.  Throughout  the  entire  alphabet,  practicability 
is  wholly  ignored. 

A  perpendicular  stroke,  and  especially  a  curved  one,  — 
such  as  represents  the  s  and  z  in  the  Pitmanic  systems — is  the 


14  THE    NEW    RAPID. 

most  difficult  line  it  is  possible  to  form.  The  hand  in  its  right 
and  left  elliptical  movements  naturally  conforms  to  the  law  of 
movement  in  long-hand,  and  rebels  against  all  efforts  to  form 
a  perpendicular  stroke.  In  view  of  these  facts  we  have  virtu- 
ally discarded  the  use  of  perpendicular  lines.  This  disuse  of 
long  perpendicular  strokes  and  the  values  assigned  to  those 
easy  in  execution,  is  what  renders  the  movements  in  the 
writing  of  the  New  Rapid  so  much  like  that  employed  in 
long-hand.  The  result  is  that  it  can  be  written  easily  and 
rapidly,  with  but  little  practice  as  compared  with  those  systems 
which  employ  so  many  complex  outlines  written  in  an  upright 
manner. 

The  disadvantages  arising  from  the  use  of  perpendicular 
strokes  and  especially  to  represent  sounds  of  such  frequent 
recurrence,  are  more  fully  realized  when  we  know  what  long, 
irregular  and  difficult  outlines  are  produced  in  writing. 

To  illustrate  this  point  we  give  a  line  of  words  in  which 
perpendicular  strokes  occur  as  written  in  the  Pitmanic  systems. 
The  first  line  is  the  Pitmanic  writing  and  the  second  that  of 
the  New  Rapid.  Observe  not  only  the  absence  of  perpen- 

diversity       dutiful      fersonifieation  demonstration  dimention 

vestibule  frivolity 


dicular  strokes  in  the  writing  of  the  New  Rapid,  but  also  the 
great  degree  in  which  brevity  and  lineality  is  secured.  It  is 
also  proper  to  remark  that  the  writing  of  the  New  Rapid  is 


INTRODUCTION.  15 

much  more  legible  than  that  of  the  Pitmanic  since  it  repre- 
sents more  sounds. 

It  will  also  be  noticed  that  the  New  Rapid  writing  of 
these  words  is  briefer  as  well  as  more  lineal  and  easier  in 
execution. 

As  written  in  the  Pitmanic  systems  these  seven  words 
contain  thirty-six  characters.  In  the  New  Rapid  they  con- 
tain but  twenty.  The  reader  can  also  see  by  a  test  that  the 
second  line  of  these  words  can  be  written  more  than  twice  as 
rapidly  as  the  first. 

Next  we  desire  to  make  mention  of  the  simple  and  prac- 
tical manner  in  which  all  words  are  written.  They  are  not, 
as  in  other  systems,  committed  as  word  forms  and  contractions, 
but  are  written  from  principle  as  in  long-hand.  It  might 
appear  to  a  casual  observer  that  in  this  way  a  degree  of 
brevity  equal  to  other  systems  would  not  be  secured.  But  the 
fact  is,  there  is  not  a  system  in  existence  that  can  cope  with 
the  New  Rapid  in  securing  brevity,  and  yet  so  successfully 
retain  the  legibility. 

By  this  simple,  practical  manner  of  writing,  the  reporter 
is  enabled  to  write  any  word  by  applying  the  underlying 
principles,  and  is  not  as  in  other  systems,  compelled  to  resort 
to  a  phonographic  dictionary  for  the  writing  of  every  new 
word  that  comes  up.  It  would  be  just  as<  reasonable  for  a 
student  to  attempt  to  commit  the  solution  and  answer  of  the 
numberless  problems  in  mathematics,  when  by  understanding 
a  few  underlying  principles  he  could  solve  any  problem  that 
might  be  proposed. 

That  word-signs  and  arbitrary  contractions  are  detri- 
mental to  a  system  of  short-hand,  needs  no  argument  to 
prove.  The  writers  of  all  systems  realize  this.  Late  works 
on  the  Pitmanic  systems  show  that  authors  are  trying  to  lessen 


1 6  THE    NEW    RAPID. 

these  signs  in  number.  But  the  result  of  their  efforts,  in  this 
direction  is  very  unsatisfactory.  The  fundamental  principles 
of  the  Pitmanic  systems  are  such  that  it  is  impossible  to  secure 
sufficient  brevity  by  writing  from  principle.  Hence  the  use  of 
word-signs  and  contractions,  in  these  systems,  is  by  no  means 
a  choice,  but  a  necessity.  It  is  obvious  too,  that  by  the  new 
method  a  great  amount  of  time  and  labor  is  saved.  The  most 
arduous  task  found  in  connection  with  the  study  of  short-hand 
has  been  the  memorizing  of  the  countless  number  of  word- 
signs  and  contractions.  This  old  method  of  memorizing 
word-signs  and  contractions  by  the  hundreds  has  been  found 
too  slow  and  laborious,  and  has  consequently  given  way  to  the 
more  modern  and  practical  method,  viz.  :  that  of  writing  from 
principle,  instead  of  arbitrary  signs.  The  fullness  of  the 
writing  and  the  close  resemblance  that  the  movement  bears  to 
long-hand  is  the  crowning  feature  of  the  New  Rapid. 

The  next  subject  in  order  of  importance  is,  that  this  is  a 
connective  vowel  system.  That  is,  vowels  are  expressed  by 
strokes  the  same  as  consonants,  and  words  are  written  without 
lifting  the  pen.  This  is  one  of  the  distinguishing  features  of 
this  system  —  one  which  promotes  facility  in  writing  and  legi- 
bility in  reading.  In  the  Pitmanic  systems,  vowels  are  ex- 
pressed by  dots  and  dashes  placed  in  a  certain  position  after 
the  consonants  are  written,  but  in  order  to  obtain  speed  suffi- 
cient for  even  moderate  writing,  the  writer  finds  it  impossible 
to  go  back  after  writing  every  word,  and  add  one,  two  and 
'  sometimes  three  dots  or  dashes  of  a  certain  size,  and  in  a 
certain  position.  Hence  the  vowels  must  be  omitted,  and  are 
used  on  an  average  of  about  once  in  seventy-five  words. 
The  result  is,  the  writer  is  not  only  left  to  read  his  notes 
without  vowels,  which  are  as  essential  to  legibility  as  conso- 
nants, but  is  compelled  to  go  through  the  long  and  arduous 


INTRODUCTION.  17 

tasK  of  learning  what  is  known  in  those  systems  as  "vocali- 
zation "  and  "  revocalization/'all  of  which  must  be  practically 
abandoned  when  he  enters  the  field  of  actual  practice.  The 
expediency  of  connective  vowel  strokes  is  apparent  to  every- 
body. Writing  words  in  a  broken  and  disconnected  manner 
is  wholly  unphilosophical. 

In  matter  of  speed  acquired  by  connective  strokes  we 
quote  the  language  of  an  eminent  writer,  on  the  disadvantages 
of  pen-lifting:  "The  act  of  pen-lifting  is  quite  complex. 
In  addition  to  lifting  the  pen,  moving  it  along  a  little  space, 
and  re-applying  it  to  the  paper,  there  are  the  mental  acts  of 
ending  one  word  and  beginning  another.  Of  course  all  these 
processes  may  be  executed  quickly ;  but  time  is  time,  it  is  not 
easy  to  estimate  a  point  like  this ;  but  probably  a  pen-lifting 
requires  as  much  time  as  the  writing  of  two  strokes,  possibly 
three.  One  pen-lifting,  it  is  true,  even  estimated  as  above, 
does  not  require  much  time ;  but  many  hundreds  or  thousands 
occurring  in  close  succession  are  a  very  serious  draw-back. 
Hence,  anything  that  reduces  the  number  of  pen-liftings  is 
very  favorable  to  high  speed."  We  take  great  pleasure  in 
quoting  the  above  lines,  as  they  are  from  the  pen  of  one  of  the 
most  able  Pitmanic  writers  in  this  country.  They  were  written 
referring  particularly  to  phrase-writing,  showing  the  advantages 
to  be  gained  in  a  system  of  short-hand  by  connecting  words. 
These  words  do  not  lack  in  weight  and  meaning.  If  it 
is  advantageous  to  combine  different  words,  how  much  more 
so  is  it,  to  write  simple  words  themselves  without  lifting  the 
pen.  Had  these  words  even  been  directed  in  particular  at  the 
Pitmanic  manner  of  writing  vowels,  they  could  not  have  struck  a 
more  severe  blow  at  the  very  foundation  of  these  systems. 
The  sterling  truth  of  such  words  is  recognized  by  all  ex- 
perienced writers ;  but  for  a  writer  of  these  systems  to  admit 


l8  THE    NEW    RAPID. 

them,    is   to   strike   a   blow  at   the   most  glaring   defect   in 
Phonography. 

In  matter  of  legibility,  we  quote  from  the  English  writer, 
J.  M.  Sloan.  He  says:  "I  maintain  that  no  system  can  be 
legible  that  does  not  either  insert  or  indicate  the  vowel  in  its 
exact  position  in  every  word."  These  words  do  not  need 
commenting  upon.  Their  truth  is  self-evident. 

This  question  of  illegibility,  and  loss  of  speed  resulting 
from  disconnected  vowels  brings  us  to  the  subject  of  Vowel 
Position,  which  in  this  system  differs  very  radically  from  the 
Pitmanic.  The  complex  and  uncertain  manner  of  using 
position  in  old  systems  of  Phonography  has  led  some  to 
ask  if  they  were  not  really  of  more  hindrance  than  assistance. 
And  reasonably  may  they  make  such  inquiries;  for  to  each 
position  is  assigned  from  four  to  six  different  sounds,  which 
are  taken  from  as  many  different  vowels.  For  example,  a 
consonant  stroke  written  on  what  is  called  the  first  position 
might  express  broad  a,  long  e,  short  i,  short  o,  long  i  or  oi. 
In  reading,  the  context  must  determine  which  of  these  vowels  is 
to  be  used,  and  also  the  place  it  occupies  in  the  word  ;  for  in 
most  cases  there  is  nothing  to  show  whether  the  words  begin 
with  a  vowel  or  consonant,  or  where  the  vowel  is  located.  • 
The  result  of  such  indefinite  and  uncertain  writing  is  that  a 
half  dozen  different  words  are  frequently  expressed  by  the 
same  outline.  In  this  particular  point  the  Pitmanic  systems 
could  not  possibly  be  more  deficient.  The  few  vowels  that 
are  expressed  by  positions,  are  so  indefinite,  that  they  are 
about  as  bad  as  none  at  all.  In  the  New  Rapid  system  no 
room  for  such  confusion  is  allowed.  Each  position  is  assigned 
but  one  vowel,  and  the  place  that  vowel  occupies  in  the  word 
is  an  absolute  certainty.  And  further,  instead  of  the  vowel 
positions  being  a  scale  of  conglomerate  sounds,  they  are 


INTRODUCTION.  19 

arranged  in  their  natural  alphabetical  order.  This  method  of 
position  is  so  simple  that  students  learn,  and  are  able  to  use 
it,  with  but  a  few  minutes  study.  But  what  is  equally  perplex- 
ing to  the  students  of  the  Graham,  Pitman  and  other  systems 
is,  that  they  are  not  taught  the  subject  of  position  until  they 
have  become  perfectly  familiar  with  all  the  principles.  Then 
just  as  the  learner  is  beginning  to  write  easily,  and  has  a 
settled  form  of  writing,  he  is  ushered  into  tl*e  mysterious 
realm  of  position,  where  invisible  a,  e,  i,  o,  i  and  oi  are  all 
placed  on  one  position.  Here  he  is  compelled  to  unlearn  a 
great  deal  of  what  has  already  been  acquired,  by  writing  words 
differently,  and  on  position.  The  same  can  be  said  of  word- 
signs  and  contractions.  There  being  such  a  large  number  of 
these,  they  are  left  until  the  learner  has  mastered  most  of  the 
principles  of  the  system.  Here  he  learns  one  way  to  write 
these  words,  but  in  order  to  gain  sufficient  speed,  he  must  now 
commit  brief  signs  for  the  representation  of  hundreds  of 
words  and  thousands  of  contractions. 

Any  system  of  instruction,  which  teaches  in  one  lesson 
that  which  must  necessarily  be  abandoned  in  the  next,  is 
certainly  far  from  being  founded  upon  rational  principles.  In 

•  the  New  Rapid  the  student  learns  things  in  the  beginning  just 
as  they  will  be,  when  carried  into  practice.  Not  a  single  word 

.form  is  taught,  in  any  part  of  the  work  that  will  be  changed 
later  on.  It  is  surprising  how  indelibly  forms  first  committed 
are  stamped  upon  the  memory ;  and  to  attempt  to  forget  the 
old,  and  learn  a  new,  ends  in  utter  confusion.  It  is  at 
this  point  that  so  many  have  in  the  past  dropped  the  study  of 
short-hand,  dissatisfied  and  discouraged  with  its  multitudinous 
perplexities.  The  elimination  of  this  fault  so  common  to 
other  systems  is  a  principle  of  which  the  New  Rapid  can  justly 
feel  proud. 


20  THE    NEW    RAPID. 

Another  fact  well  worth  mentioning,  wherein  this  system 
differs  from  others,  is  that  the  q  and  x,  has  each  a  character 
of  its  own.  The  Pitmanic  systems  have  no  single  stroke  to 
represent  x  or  q  but  use  ks  for  x  and  kw  for  q.  This  manner 
of  writing  these  letters  requires  two  strokes  to  express  what  is 
represented  in  English  by  one  letter.  Besides  the  incon- 
venience in  writing  and  reading,  they  are  the  most  difficult 
combinations  to  analyze  phonetically  that  the  student  meets 
with  in  all  his  study.  Who  is  there  that  does  not  find  it  diffi- 
cult at  first  to  perceive  that  in  x  there  are  the  sounds  of  k  and 
s,  or  in  q  the  sounds  of  k  and  w?  Since  these  sounds  are  so 
closely  united  and  represented  in  English  by  one  letter,  it  is 
found  much  easier  both  in  reading  and  writing  short-hand,  to 
have  them  represented  by  one  simple  stroke.  But  this  is  not 
all  that  is  in  favor  of  writing  them  as  in  this  system.  As 
written  in  other  systems  it  can  not  be  told  whether  the  ks 
stands  for  x,  kis,  kes,  oks,  oaks,  aks,  kas  or  any  other  similar 
combination.  And  further,  when  it  comes  to  the  matter  of 
saving  time  in  writing,  which  is  the  sole  aim  of  short-hand, 
the  manner  in  which  they  are  written  is  of  no  small  con- 
sequence. To  illustrate  this  in  point  of  brevity,  we  give 
below  a  few  words  as  written  in  other  systems.  The  first  line 
is  the  Pitmanic  manner  of  writing  these  .words,  and  the  second 
line  that  of  the  New  Rapid. 

exterminate  exemplify  examine       extraction        examination 


INTRODUCTION.  21 

The  writing  of  these  words  in  this  system  is  not  only 
briefer,  but  much  more  legible  than  the  Pitmanic,  since  it 
contains  all  the  sounds  in  the  words.  And  these  words  are 
by  no  means  exceptions.  The  letters  q  and  x  should  not  be 
separated  into  their  elements,  and  written  in  this  manner,  any 
more  than  the  diphthongs  or  double  consonants. 

By  this  treatment  of  the  q  and  x  words  are  written  with 
much  more  facile  outlines  than  can  be  done  in  other  systems. 
Such  difficult  irregular  outlines  as  are  seen  in  some  of  the 
words  given  on  the  previous  page  can  not  be  found  in  the 
whole  realm  of  the  New  Rapid  short-hand  writing.  It  will 
thus  be  -seen  that  there  is  everything  in  favor  of  expressing 
the  q  and  x  as  they  are  in  this  system,  while  by  the  old  method 
not  a  single  point  is  gained. 

Another  important  and  distinctive  feature  of  this  system 
is  the  remarkable  degree  in  which  analogy  is  preserved  in  the 
writing  of  primitive  and  derivative  words.  This  is  a  subject 
of  vital  importance  to  the  short-hand  writer  and  which  has 
unfortunately  been  overlooked  by  former  authors.  For  ex- 
ample, when  we  learn  how  to  write  the  word  educate,  it  is 
obvious  that  upon  rational  principles  all  derivatives,  such  as 
educated,  education,  educational  and  uneducated  should  be 
written  in  a  similar  manner,  at  least  as  far  as  the  sounds  are 
alike. 

In  other  systems  the  derivatives  of  most  words  are  so 
entirely  changed  in  outline  from  the  primitive  that  no  simi- 
larity whatever  is  traceable.  This  necessitates  learning  forms 
wholly  unlike  one  another,  for  the  purpose  of  expressing  words 
closely  allied  not  only  in  sound,  but  also  in  meaning.  This 
method  sets  all  law  at  defiance  and  results  in  utter  confusion, 
both  in  writing  and  reading.  But  there  is  another  class  of 
derivatives  known  as  negatives,  in  distinction  from  positive, 


22  THE    NEW    RAPID. 

the  writing  of  which  is  even  more  important,  since  there  is 
such  a  great  difference  in  meaning,  yet  such  a  similarity  in 
sound.  In  this  class  of  words  the  positive  is  the  primitive  and 
the  negative  word  the  derivative.  For  example,  the  words 
legal,  moral  and  content  are  positive,  while  illegal,  immoral 
and  discontent  are  the  negatives.  Of  this  class  of  words  there 
is  a  very  large  number  in  practical  use ;  and  since  the  main 
parts  of  the  words  are  alike  in  sound,  yet  just  the  opposite  in 
meaning,  it  is  necessary  in  observing  the  laws  of  analogy,  to 
have  their  outline,  in  the  main,  similar ;  and  yet,  for  the  sake 
of  legibility,  a  difference  should  be  unmistakably  expressed. 
In  this  system  all  these  requirements  are  met,  and  the  result  is 
that  the  most  difficult  words  the  stenographer  meets  with  in 
other  systems,  are,  in  this,  written  with  a  brevity  and  legibility 
unparalleled  by  one  simple  rule,  which  can  be  told  in  less  than 
a  dozen  words. 

But  perhaps  the  reader  is  not  aware  of  the  immense 
amount  of  labor  and  practice  that  is  saved  by  our  method  of 
writing  these  words.  A  large  percentage  of  the  English  language 
is  composed  of  derivative  words.  In  other  systems,  where 
these  are  written  at  variance  to  all  law,  and  their  difference 
expressed  arbitrarily,  it  is  necessary  to  learn  each  and  every 
word  or  sign  separately.  When  written  as  in  this  system, 
which  is  wholly  unlike  all  others  in  this  respect,  the  writer 
learns  only  the  primitive  or  positive  word,  and  the  writing  of 
the  derivative  or  negative  is  as  easy  and  natural  as  in  the  denn- 
ing of  derivative  words  when  we  know  the  primitive.  Thus 
all  that  is  necessary,  is  to  be  able  to  write  the  primitive.  The 
derivative,  which  is  but  a  slight  modification  of  the  same 
word,  can  be  written  without  previous  practice,  and  on  the 
spur  of  the  moment.  This  saves  the  stenographer  the  learning 
of  hundreds  of  word-forms,  and  writes  them  easily  and  legibly 


INTRODUCTION.  23 

in  accordance  with  the  fundamental  law  of  the  system  — from 
principle. 

Another  point  well  worth  mentioning,  is  the  manner  in 
which  all  coalescents  are  written.  In  the  English  language 
there  occur  nearly  thirty  double  consonants ;  as  pr  in 
pray,  bl  in  blame,  sp  in  spy,  etc.  The  writing  of  these  in 
other  systems  is  very  complex  and  uncertain,  as  the  learner  is 
compelled  to  commit  new  forms  for  the  representation  of 
many  of  these  coalescents.  To  conform  to  rule  and  be  in 
any  way  consistent,  with  the  writing  of  the  separate  letters  of 
which  they  are  composed,  they  should  be  expressed  by  some 
simple  modification  of  one  or  more  of  these  letters  rather 
than  by  new  characters  bearing  no  relation  whatever.  This 
system  fully  accomplishes  this  and  writes  all  coalescents  in 
accordance  with  the  laws  of  analogy,  and  from  principles 
which  can  be  explained,  and  comprehended  by  a  mere  be- 
ginner in  a  few  minutes  time. 

Thus  it  will  be  observed  that  the  intricately,  and 
judiciously  constructed  alphabet  is  the  foundation  to  the  whole 
structure.  No  new  and  complex  characters  are  introduced  at 
different  stages  of  the  work,  but  instead,  the  system  is  built 
up  scientifically  from  a  phonographic  alphabet.  We  believe 
this  to  be  the  true  foundation,  upon  which  all  systems  should 
be  developed.  It  is  reasonable,  it  is  practical,  it  is  in  keeping 
with  the  development  of  other  sciences. 

Another  merit  common  only  to  this  system  is  the  fact 
that  every  letter  or  sound  has  a  distinct  and  separate  character 
of  its  own.  •  Each  character  is  allowed  to  stand  for  but  one 
sound,  and  is  never  used  for  any  other.  In  the  Pitmanic 
systems  a  hook  has  seven  different  values.  That  is,  a  hook 
turned  at  the  beginning  of  a  stroke  adds  an  r ;  turned  on 
the  opposite  side  it  adds  an  1.  A  similar  hook  written  after 


24  THE    NEW    RAPID. 

certain  strokes  represents  n.  Written  after  still  another  class 
of  letters  it  stands  for  the  ending  five.  After  still  another 
class  of  letters  it  represents  f  or  v.  Turned  on  other  particu- 
lar letters  a  trifle  larger  and  it  expresses  w,  and  the  same  hook 
after  any  stroke  expresses  the  common  termination  shun. 
No  wonder  the  common  saying  among  Stenographers  to 
beginners  was :  "If  you  don't  get  stuck  on  the  hooks  you 
are  all  right."  It  does  not  require  much  intelligence  to  see 
that  such  a  multitude  of  different  values  assigned  to  the  same 
character,  even  though  changed  a  trifle  in  shape  or  size,  would 
end  in  utter  confusion.  This  is  one  of  the  most  common 
defects  of  short-hand  systems.  Even  those,  which  aim  to 
write  more  from  principles — Porter's,  Eclectic,  Pernin, 
Bishop's  and  Sloan-DuPloyan  —  fall  into  the  same  error.  They 
not  only  allow  the  same  characters  to  represent  different  sounds, 
but  introduce  at  various  stages  new  characters,  almost,  if  not 
altogether,  identical  with  those  already  given  which  are 
allowed  to  represent  different  letters  or  combinations  of 
letters.  Especially  is  this  true  of  what  is  known  as  the 
Eclectic  system.  Characters  already  utilized  in  the  repre- 
sentation of  sounds  are  used  for  whole  syllables  which  have 
no  relation  or  dependence  whatever  upon  the  original  value 
assigned.  The  Eclectic  and  Sloan-Duployan  abound  with 
these  arbitrary  and  deficient  methods  of  securing  brevity. 

The  Eclectic  system  claims  to  write  from  principle,  but 
when  all  that  is  really  arbitrary  is  stricken  from  it,  there  is  little 
left  of  what  can  be  called  principle.  It  is  without  doubt  one  of 
the  most  illegible  systems  in  existence.  Every  sound  in  the 
language  is  assigned  a  position  and  the  result  is,  to  conform 
to  the  fundamental  principles,  every  word  in  the  language 
must  be  written  on  a  particular  position.  Since  it  has  been 
found  impossible  to  secure  speed,  from  the  use  of  so  much 


INTRODUCTION.  25 

position,  phrasing  has  been  introduced,  which  necessarily 
abandons  the  use  of  position  in  so  far  as  it  is  employed,  and 
defeats  the  very  purpose  of  the  fundamental  principle  of  the 
system.  It  has  one  merit,  however,  for  which  it  should 
receive  credit,  and  that  is,  the  running  style  of  writing  that 
is  produced. 

The  utter  illegibility  of  short-hand  systems  of  the  past, 
without  some  clue  to  the  subject  matter,  is  what  has  rendered 
short-hand  of  so  little  value  in  practical  everyday  use.  The 
motto  of  the  New  Rapid  from  the  beginning  to  the  end  is, 
legibility. 

As  further  conducing  toward  perfect  legibility  is  the  fact 
that  in  this  system  the  writing  runs  to  the  right,  producing 
perfect  lineality,  and  can  be  written  on  the  different  positions 
without  occupying  more  than  one-half  of  the  space  perpen- 
dicularly that  it  does  in  the  Pitmanic  systems.  Experienced 
writers  will  see  at  a  moment's  thought,  what  great  advantages 
are  derived  from  this  easy  continuous  style  of  writing.  A 
lack  of  this  in  other  systems  is,  as  all  know,  the  most  serious 
drawback  in  gaining  speed,  and  the  very  reason  why  phrasing 
—  a  go-as-you-please  style  —  must  be  resorted  to. 

Since  the  word  Phonography  means  writing  by  sound,  it 
is  generally  supposed  that  these  systems  styled  Phonographic 
systems,  more  properly  called,  however,  Pitmanic  systems, 
are  written  phonetically.  But  it  is  as  far  from  being  the  case  as 
day  is  from  night.  True,  they  have  material  by  which  words 
may  be  written  out  phonetically,  but  when  put  to  practical 
use,  this  is  found  wholly  impossible.  Not  one  word  in  a 
hundred  is  written  phonetically.  The  very  foundation  of 
the  systems  will  not  permit  it.  Their  disconnected  vowels, 
with  complex  and  indefinite  positions,  together  with  sound 
values  unsuited  for  contractions  of  frequent  recurrence,  make 


26      /  THE    NEW    RAPID. 

phonetic  writing,  owing  to  a  lack  of  brevity,  an  impossi- 
bility. We  mention  this  to  show  that  although  this  system 
is  not  called  Phonography,  practically,  it  comes  nearer 
the  meaning  of  the  term  than  any  of  these  so-called 
systems. 

This  is  perhaps  more  forcibly  realized  when  we  remember 
that  in  many  cases  one  outline  is  used  for  a  half  dozen  differ- 
ent words.  In  some  of  these  systems  words  as  far  apart  in 
sound  and  meaning,  as  had,  dollar,  do,  defendant  and  did  are 
all  written  with  the  same  outline.  In  the  Pitmanic  systems 
the  following  twenty-eight  words :  creature,  occurred,  court, 
cared,  accurate,  curried,  cured,  chord,  accord,  according, 
crate,  crowd,  acrid,  crout,  card,  cart,  carried,  accrued,  occurred, 
curt,  curd,  euchred,  coward,  cried,  caret,  accrete,  crowed  and 
crude  are  all  written  with  the  same  outline ;  while  many  of 
those  systems  called  practical  Phonographic  systems,  which 
omit  the  shade,  would  add  the  following  eighteen  words  to  the 
above  list :  gored,  gourd,  great,  .grate,  grade,  girt,  gird, 
grout,  groat,  greet,  greed,  agreed,  augtired,  grot,  geared, 
garret,  grit  and  guard.  This  would  make  a  total  of  forty- 
six  different  words,  all  of  which  are  represented  by  the  same 
outline.  And  what  is  still  more  absurd  is  the  fact  that  many 
of  these  words  have  no  similarity  of  sound  whatever,  and  yet 
they  are  written  by  systems  called  Phonographic  systems. 
These  illustrations  show  how  utterly  Phonography  fails,  prac- 
tically, in  being  consistent  with  the  name  its  writers  so  highly 
worship,  and  so  earnestly  covet. 

In  the  face  of  all  these  glaring  deficiencies  is  it  any 
wonder  that  such  statements  as  the  following  emanate  from 
the  very  wrirers  of  these  impracticable  systems.  "In  so  far 
as  American  short-hand  is  built  upon  the  Pitmanic  foun- 
dation, I  wish  to  point  out  that  it  is  necessarily  mixed  up  with 


INTRODUCTION.  27 

the  most  absurdly  impracticable  notions  with  which  an  essen- 
tially practical  art  was  ever  encumbered." 

That  the  truth  of  our  statements  as  to  the  relative  merits 
of  the  New  Rapid  may  be  more  apparent,  we  give  illustrations 
of  short-hand  writing  by  the  standard  Pitmanic  systems  of  to- 
day. The  following  sentence  is  taken  from  Graham's  text- 
book as  written  by  himself  in  the  briefest  reporting  style 
which  that  system  affords  : 

_Uv      J^> /         W 


C~N 


C-^-{-  ^ 


The  writing  of  the  above  sentence  is  quite  brief,  but  as  to 
legibility  it  is  a  complete  failure.  It  would  be  impossible  to 
read  it,  from  the  sounds  that  are  represented,  even  if  written 
out  in  long-hand.  That  the  reader  may  see  that  this  is  so,  we 
give  the  sentence  in  print  as  spelled  and  phrased  above  in 
short-hand.  It  is  as  follows  :  /;///  pnf  dl  //z.r  njshun  onthe 
dstrsing  pktr  ofwnndvd  bt  mlt  t  tntfits  s  ou  ch  oia\\thsdstrs 
sbnhpt  Qnasng  fld. 

The  person  who  can  make  out  the  above  sentence  is 
certainly  entitled  to  a  high  rank  in  the  clairvoyant  field.  It 
is  impossible  even  to  get  any  idea  of  what  is  intended  to  be 
expressed.  Those  few  short  words  printed  in  heavy  face  type 
are  the  only  ones  that  can  be  read  and  they  are  represented  by 
special  characters,  and  hence  in  so  far  as  being  founded  upon 
the  alphabet  and  written  from  principles  they  represent 
nothing  at  all. 


THfc    «EW    RAPID. 


The  New  Rapid  writes  the  same  sentence  out  in  full  as 
follows  : 


£ 

The  above  writing  represents  all  the  principal  sounds  in 
the  sentence.  That  this  may  be  contrasted  with  the  Graham 
writing  in  point  of  legibility,  we  give  the  sentence  in  print  as 
written  in  the  New  Rapid.  It  is  as  follows :  Itma  be  panfl 
to  dwel  thus  in  majnashun  onthe  distresing  piktr  of  one 
individl  but  multply  it  tenthousnd  tims  sa  how  much  ofall 
this  distres  hasbeen  kept  togthr  ona  singlfeld. 

The  writing  of  this  sentence  in  this  system  is  not  only 
briefer  and  more  legible  than  the  Graham  but  in  all  those 
essentials  requisite  to  rapid  writing  it  stands  first. 

Although  the  gain  in  brevity  is  great,  yet  this  is  small  in 
comparison  with  other  existing  qualities  in  favor  of  ttie  New 
Rapid.  As  written  in  the  Graham's  it  contains  nineteen 
angles,  while  as  written  in  the  New  Rapid  it  contains  but 
eight.  Graham's  writing  contains  thirteen  full  shaded  strokes, 
while  the  New  Rapid  employs  but  three  minor  shades.  The 
Graham  writing  contains  sixteen  perpendicular  outlines,  the 
New  Rapid  contains  but^two.  The  Graham  writing  is  con- 
tracted, phrased,  and  jumbled  together  until  it  is  wholly 
illegible  reading  from  principle.  The  New  Rapid  is  written  out 
containing  all  the  practical  sounds  in  the  sentence.  All  of  these 
fundamental  requisites  to  successful  and  easy  writing  are  illus- 
trated and  their  merits  shown  to  be  phenominally  in  favor  of 
the  New  Rapid  in  a  sentence  of  but  thirty-seven  words. 


INTRODUCTION. 


29 


The  following  plate  of  short-hand  writing  was  photo- 
engraved  from  the  Eclectic  text-book,  page  159,  and  is  an  exact 
reproduction  of  the  writing  of  the  Cross  Eclectic  system  : 

* <P 


>> 


-t- 


The  key  to  the  above  short-hand  writing,  which  was 
taken  from  page  158  of  the  Eclectic  text-book,  is  as  follows : 
"power;  all  that  hath  adaptive  facility;  all  that  hath  energy  and  re- 
sistless might,  in  what  we  style  the  civilization  of  the  time;  around  that 
name  it  is  all  gathered.  The  word  which  was  spoken  upon  the  summit  of 
that  mountain,  '  Go,'  has  been  obeyed ;  and  in  virtue  of  the  speaking  of 
that  word,  and  the  obedience  rendered  to  it,  the  world  is  what  it  is." 

Following  is  the  same  matter  written  in  the  New  Rapid  system : 


The  great  superiority  of  the  New  Rapid  writing  over  the 
Eclectic  can  be  seen  at  a  glance.  The  New  Rapid  writing  is 
not  only  much  briefer  than  the  Eclectic,  but  each  outline  has 
a  characteristic  appearance,  thereby  rendering  the  writing  of 
the  New  Rapid  far  superior  in  legibility,  In  the  Eclectic 
there  is  such  a  similarity  existing  between  all  of  the  outlines 
that  in  rapid  work  they  become  wholly  illegible.  The  Eclec- 
tic short-hand  writing  given  above  contains  102  strokes,  while 
the  New  Rapid  writing  contains  but  89. 


3° 


THE    NEW    RAPID. 


There  are  many  other  points  in  favor  of  the  New  Rapid 
system.  For  example,  the  New  Rapid  writing  is  very  definite 
and  no  room  is  left  for  doubt,  while  in  the  Eclectic  system 
some  outlines  may  make  a  dozen  or  more  different  words. 
The  word  adaptive  on  line  one  of  the  Eclectic  short-hand 
plates,  may  be,  according  to  the  principles  of  that  system, 
read  any  of  the  following:  adapt,  adapts,  adapted,  adapting, 
adaptation,  adaptile,  adaptive,  adaptment,  adaptable.  This 
conglomeration  of  endings  is  carried  still  further  in  the  Eclec- 
tic system  by  allowing  the  same  detached  character  to  stand 
also  for  act,  acts,  acted,  acting,  action,  actile,  active,  actions, 
and  actment.  There  is  not  a  practical  short-hand  writer  in 
the  entire  profession  who'  would  not  condemn  such  utter 
illegibility.  In  the  New  Rapid  system  this  word  adaptive,  as 
are  all  other  words,  is  written  definitely  and  can  be  read  as  no 
other.  The  New  Rapid  writing  also  contains  less  angles  than 
the  Eclectic,  and  is,  as  a  noted  writer  has  said,  entirely  beyond 
comparison  with  the  Eclectic  system. 

The  following  plate  of  short-hand  phrasing  was  photo- 
engraved  from  page  96  of  the  Eclectic  text-book,  and  illus- 
trates the  absurd  combinations  employed  in  that  system,  and 
how  utterly  it  fails  even  through  this  tangled  web  of  characters, 
together  with  numerous  omissions,  to  successfully  compete 
with  the  New  Rapid  system  : 


INTRODUCTION.  3! 

Without  a  clue  to  the  subject  matter,  this  phrasing  cannot 
be  read  by  anyone.  The  sounds  represented  are  as  follows  : 

19,  arylnswrthsfkt.  20,  weruwnsofrmrthrthks.  21,  what  Ifendusstntft. 
22,  thensttbturrklashn.  23,  sttunanntuhrd.  24,  plesttthsashnnrsykn.  25, 
dodven  sashnwdtstwhusrsntstft.  26,  fromwhmyflrnybkldwnsmthks. 

It  will  thus  be  seen  that  none  of  these  words  are  written 
out,  and  what  is  still  more  absurd  is  the  fact  that  they  cannot 
be  called  signs  or  contractions,  for  this  Eclectic  system  claims 
to  have  less  than  50  of  such  words,  and  yet  right  here  are 
nearly  100. 

The  New  Rapid  system  writes  the  same  matter  in  accord- 
ance with  the  principles  of  the  system,  as  follows  : 


This  writing  of  the  New  Rapid  system  is  not  only  briefer 
than  that  of  the  Eclectic,  but  it  is  all  written  out.  The 
Eclectic  writing  contains  105  strokes,  while  the  New  Rapid 
contains  but  98. 

The  correct  translation  of  the  two  plates  is  as  follows  : 

19.  Are  you  willing  to  swear  this  was  the  fact  ?  20.  Were  you  a 
witness  on  the  former  trial  of  this  case  ?  21.  What  relation,  if  any,  do 
you  sustain  to  the  defendent  ?  22.  Then  state  to  the  best  of  your  recollec- 
tion. 23.  State  what  you  know  and  not  what  you  hear.  24.  Please 
state  the  conversation  as  near  as  you  can.  25.  Did  you  have  any  conver- 
sation with  the  defendent  as  to  what  you  was  or  was  not  to  testify  to  ? 
26.  From  whom  did  you  first  learn  that  you  would  be  called  as  a  witness 
in  this  case  ? 


32  T  HE    NEW    KAP1D. 

Following  is  a  sentence  taken  from  Munson's  text-book, 
page  187,  which  is  reproduced  exactly  as  written  by  that 
author:' 


"T 


'  /       ^         \ 


This  sentence  is  written  out  in  full  in  the  New  Rapid  as 
follows : 

__! t/        C <~>(  ^/         ^ 


/ 


The  above  translated  is  as  follows :  The  adult  and  sane 
testator  may  bequeath  his  property  to  whom  he  will,  with  the 
important  qualification  that  he  can  not  give  it  to  a  donee  incom- 
petent to  take  or  trammel  it  with  trusts  or  restrictions  which 
the  statute  forbids. 

Munson's  writing  of  this  sentence  contains  seventy-five 
characters,  while  in  the  New  Rapid  it  is  written  in  full  with 
but  fifty-nine  characters. 

In  this  one  sentence  Munson  employs  eighteen  perpen- 
dicular strokes.  The  New  Rapid  employs  but  one,  and  that 
a  minute  tick. 


INTRODUCTION.  33 

The  great  gain  in  this  system  over  others  is  more  striking 
when  we  realize  what  it  would  amount  to  in  the  course  of  a 
sermon  or  lecture.  In  taking  down  an  address  of  less  than 
forty  minutes  length,  there  would  be  a  gain  in  the  New 
Rapid  over  other  systems  of  at  least  fifteen  hundred  characters. 

There  would  be  at  least  eighteen  hundred  angles  less  than 
in  others.  The  New  Rapid  would  gain  over  two-thousand 
perpendicular  strokes,  fourteen  hundred  shaded  strokes  and 
eighteen  hundred  word-signs,  to  say  nothing  of  the  great  gain 
in  legibility. 

Before  leaving  this  subject  we  desire  to  illustrate  one  more 
point.  As  compared  with  other  systems  the  New  Rapid  makes 
very  little  use  of  phrasing.  The  writing  in  this  system  is  more 
capable  of  successful  phrasing  than  in  the  majority  of  others, 
but  since  its  use  is  so  detrimental  to  legibility,  and  since  even 
without  it  this  system  is  capable  of  a  higher  rate  of  speed  than 
others,  the  New  Rapid  takes  pride  in  being  able  to  avoid  this 
dangerous  ground. 

The  following  phrases,  taken  from  Pitman  ic  systems, 
illustrate  how  illegible  writing  becomes  when  phrased,  and 
that  even  by  its  use  other  systems  can  not  compete  with  the 
New  Rapid  in  securing  brevity.  The  first  line  is  the  Pitmanic 
writing  and  the  second  that  of  the  New  Rapid. 

o/crstsnssrththrsTidbsm  tsntthtchsmsmslkl 


of  cars  it  is  not  necessary  that  thcr  it  is  not  that  which  s?>W  most  Ukly 

should  be  som 


34  THE    NEW    RAPID. 

The  italic  letters  above  and  below  show  the  sounds  repie- 
sented  by  the  writing  in  the  respective  systems.  It  will  be 
observed  that  the  New  Rapid  writing  is  not  only  much  more 
legible,  but  that  it  is  also  briefer  in  outline.  The  Pitmanic 
writing,  which  does  not  represent  one-half  of  the  sounds, 
employs  thirty  strokes,  while  the  New  Rapid  writes  it  out  in 
full  with  but  twenty-five  characters.  But  even  this  is  not 
all  —  phrasing  is  a  study  of  itself  which  requires  weeks  of 
practice  in  order  to  make  any  practical  use  of  it.  In  this 
system  all  this  time  is  saved,  and  in  the  end  the  writer  has  the 
assurance  of  knowing  that  he  can  read  his  notes. 

We  regret  that  time  and  space  will  not  permit  us  to  speak 
further  in  regard  to  the  relative  merits  of  the  New  Rapid. 
Though  extended  as  our  remarks  may  appear,  they  contain 
little  in  comparison  with  what  could  be  easily  said  in  favor  of 
the  principles  embodied  in  this  system.  Not  only  have 
many  points  been  omitted,  but  even  those  mentioned  were 
quickly  passed  over,  and  but  partially  developed.  The  rest 
we  leave  for  those  who  have  the  time  and  inclination  to 
acquaint  themselves  more  fully  with  its  merits.  That  which 
has  already  been  said,  we  hope,  will  inspire  the  learner  to  in- 
quire further  into  its  many  hidden  beauties,  and  induce  him 
to  master  this  study  which  is  so  useful  in  all  the  avocations 
of  life. 

We  cannot  close  without  quoting  a  few  lines  from  D.  S. 
Davies  of  England,  who  has  spent  a  quarter  of  a  century  in 
the  study  of  the  fundamental  requisites  to  a  system  of  short- 
hand. He  says:  "I  have  come  to  the  conclusion,  that  the 
short-hand  of  the  future  will  necessarily  be  based  on  the  ordi- 
nary roman  long-hand ;  that  this  beautiful  writing  contains 
much  greater  power  than  the  geometric  basis,  which  has  been 


INTRODUCTION.  35 

the  basis  of  all  English  and  American  short-hand  systems 
until  very  recently. 

"All  the  necessary  vowel  sounds  will  be  described  in 
their  natural  order  without  lifting  the  pen.  Present  systems 
generally  write  the  consonants  first,  and  afterwards  peg  around 
them  the  vowels.  This  I  think,  is  ^^fundamental  error. 

"Word-signs  or  grammalogues  will  be  avoided. 

"  The  short-hand  alphabet  itself  must  be  short,  so  that 
there  would  not  be  much  need  of  shortening  afterwards." 

These  are  sterling  words  from  one  who  knows  whereof 
he  speaks.  Similar  prevailing  opinions  among  the  Steno- 
graphers of  to-day  could  be  given.  But  these  are  sufficient. 
They  spring  from  a  reliable  source  and  run  as  parallel  to  the 
principles  of  the  New  Rapid  as  is  possible  for  theory  and 
practice  to  be  united. 

In  our  remarks  we  have  been  compelled  through  a  sense 
of  justice,  to  make  comparisons  with  other  systems.  In  doing 
so,  however,  we  have  aimed  to  show  them  in  their  true  light. 
It  has  not  been  our  wish  or  intention  to  underrate  the  value 
of  former  systems. 

The  invention  of  Phonography  in  1837  marked  a  new 
era  in  Stenographic  work.  The  great  change  it  brought  about 
in  short-hand  is  admired  by  all.  But,  as  Edward  Pocknell 
has  said,  "We  are  not  going  to  stop  at  Phonography."  It 
will  soon  be  like  the  sickle  and  spinning  wheel,  a  thing  of  the 
past.  We  say  this  on  good  grounds,  and  with  a  firm  belief  in 
its  truth.  The  signs  of  the  times  are  pointing  toward  it. 
Neither  is  it  a  mere  matter  of  chance,  nor  the  world's  desire 
for  something  new;  but  on  the  contrary  the  change  and  drift 
of  the  times  have  a  just  and  definable  reason.  The  foundation 
of  the  Pitmanic  systems  is  wrong.  This  is  becoming  a  recog- 
nized fact. 


36  THE    NEW   RAPID. 

The  present  system  is  not  claimed  to  be  the  ultima  thule 
to  which  improvement  can  be  carried.  But  the  points  herein 
briefly  mentioned  are  merits  which  we  do  claim,  are,  in  ,the 
light  of  science,  improvements  in  the  right  direction.  They 
fall  in  line  with  the  chain  of  improvements  in  other  fields, 
that  mark  the  progress  of  human  achievement  in  this,  the 
nineteenth  century.  No  present  system  can  show  such  sim- 
plicity in  all  its  parts.  It  may  be  said  of  it  as  of  nature,  — 
harmony  reigns  supreme. 

In  the  light  of  these  few  briefly  stated  facts,  may  it 
not  be  said,  and  justly,  that  we  have  been  remarkably  success- 
ful in  removing  the  recognized  objectionable  features  of  its 
predecessors,  and  placing  it  upon  a  firm  and  practical  basis. 

We  are  not  of  that  number  who,  because  of  their  own 
achievements,  disregard  the  opinions  of  others.  On  the  con- 
trary we  rejoice  to  hear  the  notes  of  reform  and  improvement, 
and  heartily  contend  for  truth  and  right.  We  hope  the  time 
will  soon  come  when  in  this  art  as  well  as  in  science  and 
religion,  we  will  march  in  the  van  of  one  mighty  column,  — 
keeping  time  with  the  music  of  the  spheres,  and  guided  as 
they,  by  the  Author  and  Designer  of  Life. 


448333 


to  tlp 


If  the  student  has  read  the  preceding  introduction  care- 
fully, and  obtained  a  clear  idea  of  the  fundamental  principles 
governing  the  system,  the  following  Lessons  will  be  easy  and 
readily  understood.  Every  hour  given  to  practice  and  study 
will  come  laden  with  a  rich  reward  of  satisfaction,  as  the 
student  sees  himself  progressing  from  the  slow  and  cumber- 
some style  of  long-hand,  to  the  mastery  of  one  so  swift,  use- 
ful and  beautiful. 

It  is  very  important  that  the  student  form  correct  habits 
at  the  beginning  of  his  study  and  practice.  He  should 
attempt  but  one  thing  at  a  time,  and  master  it  completely. 
To  make  a  practical  use  of  short-hand  it  is  necessary  to  prac- 
tice every  principle  over  and  over,  until  all  words  coming 
under  it  can  be  written  without  the  least  hesitancy.  More 
stenographers  fail  to  become  proficient  from  a.  neglect  of 
practice  than  from  anything  else. 

The  author  has  taken  great  pains  to  give  everything  in  the 
following  lessons  that  is  necessary  to  a  complete  mastery  of 
the  system.  Large  and  comprehensive  lists  of  practical  words. 
have  been  introduced  in  connection  with  each  lesson  for  the 
purpose  of  developing  and  securing  familiarity  with  the  prin- 
ciples. The  mastery  of  the  writing  of  these  is  the  corner- 
stone to  success,  and  the  student  should  exercise  the  greatest 
pains  to  accomplish  this  end.  The  lists  are  so  complete,  that 
perfect  familiarity  with  their  writing  will  enable  the  student  to 
write  and  read  readily  from  a  large  vocabulary. 

That  practice  makes  perfect,  is  truer  in  short-hand,  than 
in  any  other  branch  of  study.  As  in  learning  to  write  long- 
hand, however,  the  practice  must  be  directed  to  a  definite  and 
specific  purpose.  The  shortest  road  to  the  mastery  of  short- 
hand is  by  intelligent  persevering  practice. 


SUGGESTIONS    TO    THE    STUDENT.  39 

The  beginner  should  make  haste  slowly.  That  is,  in 
practice,  strive  to  form  all  strokes  well,  and  not  leave  a 
lesson  until  it  is  thoroughly  mastered.  A  high  rate  of  speed 
in  writing  comes  as  a  result  of  familiarity  gained  by  repeated 
practice.  Not  that  a  slow  dragging  movement  should  be 
used,  but  on  the  contrary  every  stroke  should  be  formed  from 
the  beginning  as  quickly  as  is  consistent  with  good  form. 

Do  not  become  discouraged.  Remember  you  are  learn- 
ing an  entirely  new  system  of  writing,  and  you  should  not 
expect  to  learn  it  in  a  few  short  lessons.  "  Rome  was  not 
built  in  a  day."  Nor  should  you  expect  to  reach  the  summit 
of  stenographic  success  by  one  single  effort. 

Beginners  are  not  apt  to  realize  the  importance  of 
securing  brief  outlines  for  words,  since  short-hand,  even  in 
its  elementary  lessons,  is  so  much  briefer  than  long-hand.  It 
should  be  remembered,  however,  that  anything  that  will  save 
pen-movements  will  enable  the  writer  to  write  with  a  higher 
rate  of  speed,  and  by  virtue  of  the  brevity  write  better  and 
more  legibly.  Hence,  when  words  capable  of  being  written 
more  than  one  way  present  themselves,  they  should  be  ex- 
pressed in  the  shortest  possible  form  consistent  \yith  legibility. 

One  of  the  chief  advantages  of  the  New  Rapid  is  that  all 
words  are  formed  by  definite  rules,  and  hence  they  can  be 
written  and  read  successfully  just  in  proportion  to  the 
thoroughness  of  the  student's  knowledge  of  the  governing 
principles.  Let  your  motto  be,  "  To  do  one  thing  at  a  time, 
and  that  well. ' ' 

The  student  should  cultivate  the  habit  of  inquiring  into 
the  whys  and  wherefores  of  every  principle.  If  this  is  done, 
and  the  object  and  purpose  of  everything  thoroughly  under- 
stood, the  pupil  holds  the  key  which  unlocks  the  hidden 
beauties  in  this  unique  and  practical  system  of  short-hand. 


40  THE    NEW    RAPID. 

DEFINITIONS. 


PHONOGRAPH, — A  letter  or  symbol  to  represent  a  sound, 
in  writing. 

PHONOGRAPHY, — The  art  of  expressing  the  sounds  of  a 
language  by  means  of  phonographs. 

PHONETIC  SPELLING, — Spelling  by  the  use  of  phonetic 
characters,  i.  e.,  representing  the  sounds  of  the  human  voice. 

ROMANIC  SPELLING, — The  common  style  of  spelling  by 

use  of  the  roman  alphabet. 

• 
COALESCE, — To   combine ;     to   unite  in   harmony.      As 

used   in   phonography  it  means  the  coalition  of  two   or  more 
consonants,  as //in  play,  sir  in  stray. 

COGNATE, — Partaking  of  the  same  nature ;  allied  in 
origin.  Cognate  sounds  are  those  which  are  allied  and  of 
approximate  quality  of  sounds,  as/  and  b,  /and  d. 

OUTLINE, — The  general  shape  of  a  character  or  charac- 
ters representing  a  word  or  phrase. 

LONG  CHARACTERS, — Those  phonographs  which  are  dis- 
tinguished  from  all  others  by  their  greater  length  of  stroke. 
They  are  h,  I,  w,  n,  s,  v,  x,  p,  and  ///. 

SHORT  CHARACTERS, — Those  phonographs  which  are  all 
of  a  uniform  length  and  a  size  shorter  than  the  long  charac- 
ters. They  are  #,  d,  i,  m,  k,  ft  u,  o,  e  and  /. 

SURFACE  CHARACTERS, — Those  phonographs  which,  prac- 
tically speaking,  cover  or  enclose  space.  They  are  b,  g,  sh, 
wh,  s,  I,  oi,  and  ou. 

TICK  CHARACTERS, — Those  phonographs  which  are  of 
the  shortest  possible  length.  They  are  the  r,  ch  and  /. 


CLASSIFICATION  OF  CHARACTERS. 

Straight  Lines. 


Curved  Strokes. 


Surface  Characters. 


u 


A  V 


THE    NEW   RAPID. 


LESSON  1. 


The  first  fundamental  principle  of  phonographic  writing 
is  a  simplified  alphabet.  The  characters  which  represent  the 
different  sounds  are  taken  from  straight  and  curved  lines, 
which  are  written  in  three  main  directions. 


ILL  USTRA  TIONS. 


The  curved  strokes  are,  as  in  long-hand,  parts  of  ellipses. 
ILL  USTRA  TIONS. 


There  are  three  general  classes  of  letters — long,  short  and 
surface  characters. 

ILL  USTRA  TIONS. 
Long. 


Short. 


Surf  nee.. 

O          0         C  D 


R 

ray 

t$h 

C 


43 


PHONOGRAPHIC  ALPHABET 


Consonants. 


N  F 


to  do  me  110  /an  t.an          cAoke          joke 


ivhen         exit 


E 


Z 


Vowels. 


Zay  pay  bay  j/ab  cab  zeal  seal 

Wh  X.  Th  II  Y  W  Q 


Ae  ye  we  quit 


U 


U 


end 


Diphthongs. 


Ow 

A 
now 


not 


Oi 

V 
boy 


44  THE    NEW    RAPID. 

COMPLETE   ALPHABET. 


The  second  fundamental  principle  of  phonographic 
writing  is  Phonetic  Spelling,  i.  e. ,  spelling  by  sound.  The 
English  language  contains  about  forty  practical  elementary 
sounds;  and  since  words  are  written  phonetically,  it  is  neces- 
sary to  have  a  character  to  represent  each  sound. 

On  the  page  to  the  right  will  be  found  the  complete 
Phonographic  Alphabet.  This  contains  all  the  different 
characters  that  are  used  throughout  the  system,  which  are 
assigned  to  the  sounds  of  the  language  in  such  a  manner  as  to 
secure  speed,  legibility  and  simplicity  in  their  highest  degree. 

It  will  be  observed  that  the  difference  between  long  and 
short  vowels  is  the  length. 

It  will  also  be  seen  that  /  and  s  have  each  two  different 
forms.  This  is  for  the  purpose  of  facilitating  the  joining  of 
letters  .and  securing  more  powerful  contractions,  since  these 
letters  are  so  frequent  in  occurrence. 

It  is  very  important  that  the  student  learn  at  the  outset 
the  proper  direction  of  writing  each  character.  The  arrow 
which  is  placed  beside  the  characters  on  the  right  hand  page 
indicates  the  direction  in  which  each  sign  should  be  written. 

It  should  be  borne  in  mind  by  the  learner  that  a  stroke 
drawn  upwards  always  slants  more  and  is  longer  than  one 
which  is  written  downwards.  This  is  the  result  of  the  law  of 
movement  in  long-hand,  and  explains  why  the  h  and  w  slant 
more  and  are  a  trifle  longer  than  the  q  and  y. 

This  alphabet  should  be  practiced  over  and  over  until  it 
can  be  written  at  the  rate  of  at  least  two  per  minute. 

NOTE. — The  c  and  j  are  written  alike,  excepting  a  slight  increase  in  the  curv- 
ature of  c.  Hard  c  always  has  the  sound  of  k.  Soft  c  has  the  sound  of  s,  as  in  since 
(sins)  ;  hence  c  proper  is  never  used  excepting  when  it  stands  alone  as  an  initial 
letter  in  names  or  as  an  abbreviation. 


PRINCIPLES, 


45 


COMPLETE  ALPHABET. 

CONTAINING  ALL  THE    DIFFERENT    CHARACTERS    THAT    ARE 
USED    IN    THE    SYSTEM. 


// 


J 

/o 


ch 
H 


//  v^ 

y  z 

'//  ^ 

/  <_> 

s/i  tvh 


It  t! 


ozt  01 


/A 


46  THE    NEW    RAPID. 

PEN-HOLDING. 


The  pen  or  pencil  should  be  held  in  an  easy  natural 
manner.  The  movement  employed  in  this  system  is  so  simi- 
lar to  that  of  long-hand  that  the  same  position  of  the  pen  or 
pencil  can  be  used  with  perfect  freedom.  It  is  not  necessary, 
however,  that  the  holder  point  over  the  right  shoulder,  as  in 
lond-hand,  but  may  be  allowed  to  run  on  a  line  with  the  arm. 
This  enables  the  writer  to  shade  a  stroke  in  any  direction  with 
an  equal  degree  of  facility.  In  writing  with  the  pen,  shading 
will  be  found  easier  if  the  face  of  the  pen  is  rolled  a  trifle 
towards  the  body,  or  held  between  the  first  and  second  fingers, 
so  that  the  letters^/ and  p  can  be  shaded  at  any  point  without 
changing  the  position,  thus : 

/       /        /       X       \      v^ 

If  the  stenogrophic  lead  pencil  is  used,  (by  the  use  of 
which  an  upward  stroke  can  be  shaded  with  almost  the  same 
facility  as  the  downward),  it  matters  little  as  to  just  how  the 
pencil  is  held  so  long  as  the  main  position  of  the  body,  hand 
and  paper  is  an  easy,  natural  one, — one  that  will  allow  the  arm 
to  pass  rapidly  across  the  paper  without  tiring.  Some  writers 
prefer  holding  the  pen  or  pencil  between  the  first  and  second 
fingers.  Some  advantages  in  shading  are  to  be  gained  by  this 
position ;  but  it  prevents,  to  some  degree,  a  free  action  of  the 
hand,  and  should  be  used  only  by  those  who  find  that  even  in 
very  rapid  work  they  can  produce  equally  as  good  form  as 
with  the  common  long-hand  position. 


PRINCIPLES.  47 

FORMATION  OF  CHARACTERS. 


The  student  should  strive  from  the  beginning  to  form 
characters  well.  The  legibility  of  the  New  Rapid  short -hand 
depends  entirely  upon  the  degree  of  correctness  with  which  the 
characters  are  formed.  It  is  not  so  particular  as  to  the  exact 
length  or  size  of  the  character,  so  long  as  the  relative  size 
is  preserved.  If  the  short  letters  are  written  as  in  the  plates, 
one-eighth  of  an  inch  in  length,  then  the  long  letters  should 
be  correspondingly  enough  longer  to  render  the  two  classes 
perfectly  legible. 

Each  student  should  write,  in  some  degree  at  least,  such  a 
style  as  comes  natural  to  his  hand.  In  short-hand  the  two 
great  points  to  be  gained  are  speed  and  legibility  ;  hence,  to 
attain  these  in  the  highest  degree,  first  of  all  the  hand-writing 
executed  must  be  a  natural  one.  Care  must  be  taken,  however, 
not  to  go  to  extremes.  If  one  writes  a  very  large  hand,  he 
should  try  and  reduce  it  a  little  in  size,  and  vice  versa.  The 
size  used  in  the  plates  is  a  medium  one,  well  adapted  to  all 
kinds  of  work ;  and  it  will  be  well  for  the  beginner  to  copy 
after  this  style  during  his  early  practice. 

The  surface  characters  b,  g,  sh  and  wh  should  always  be 
well  closed,  i.  e.,  the  two  sides  should  not  separate  towards 
the  ends,  but  be  parallel.  Beginners  should  be  careful  not  to 
write  these  characters  too  large. 

The  ascending  and  descending  strokes,  excepting  jy  and  q, 
should  be  written  in  a  slanting  manner,  on  what  is  called  in 
long-hand  the  connective  slant,  i.  e.,  about  thirty  degrees. 

Care  should  be  taken  always  to  make  clear  firm  strokes, 
and  not  allow  them  to  grow  weak  towards  the  ends. 


THE    NEW    RAPID. 


COMBINING    CHARACTERS. 


Characters  are  combined  in  the  easiest,  natural  manner. 
The  letter  /,  which  is  similar  to  a  cipher,  is  generally  turned 
on  the  preceding  or  following  character.  Thus  it  will  be 
observed  that  one-half  of  the  letter  /  is  already  made  in 
forming  the  stroke  on  which  it  is  turned.  The  learner  should 
form  the  habit  of  making  the  /  very  narrow.  It  can,  when 
thus  formed,  be  written  much  faster.  It  is  also  less  likely  to 
look  like  the  circle  s,  and  presents  a  neater  appearance. 

The  circle  s  is  turned  on  other  characters  the  same  as  the 
/.  It  is  turned  on  the  inside  of  curves,  on  the  left  side  of  the 
descending  and  ascending  straight  lines,  and  on  the  upper 
side  of  the  m  and  n.  (See  lines  10,  n  and  12.) 

The  circle  is  known  as  circle  s  and  the  loop  as  surface  I 
in  distinction.from  the  stroke  form  of  these  characters. 

The  sh  and  wh  are  taken  from  a  small  circle,  the  sh  being 
the  left  half  of  the  circle,  and  the  wh  the  right  half.  They  are 
joined  in  an  angular  manner.  (See  line  13.) 

'Care  should  be  taken  in  combining  strokes  to  make 
angles  very  sharp,  and  to  unite  such  curves  as  kf  and  sv  as  to 
show  their  point  of  union. 


COMBINATIONS. 


~7 

JL. 


Z.       L_      A 


y 


-7 


50  THE    NEW    RAPID. 


PHONETIC  SPELLING. 


Phonetic  spelling  is  one  of  the  fundamental  principles  of 
short-hand,  and  means  spelling  by  smmd. 

By  this  method,  spelling  becomes  an  easy  matter,  as  words 
are  spelled  as  pronounced  and  without  regard  to  the  regular 
orthography.  Thus  the  word  thought  would  be  written  thof, 
through  would  be  written  thru. 

The  object  of  short-hand  is  to  secure  brevity  in  writing, 
and  hence  it  will  be  seen  that  the  great  importance  of  phonetic 
spelling  lies  in  the  brevity  it  secures.  Thus  the  word  thought, 
which  contains  seven  letters,  written  phonetically  has  but  four  ; 
while  the  word  through  is  correspondingly  shortened. 

Phonetic  spelling,  however,  is  none  the  less  valuable  in 
all  the  methods  of  writing  and  printing.  It  would  be  a  great 
blessing  to  the  world  at  large  if  Phonetic  spelling  were  in 
every-day  use.  By  it  the  child  could  learn  to  read  in  one- 
tenth  the  time  required  by  the  present  method.  We  would 
experience  no  difficulty  in  the  pronunciation  of  words,  even 
at  first  sight,  tt  would  banish  provincialisms,  and  the  English 
language  the  world  over  would  become  uniform  in  pronun- 
ciation and  spelling. 

The  principle  of  Phonetic  spelling  is  so  simple  and  easily 
applied,  that  it  is  hardly  necessary  to  give  any  special  rules  or 
directions  ;  but  since  the  beginner  is  very  apt  to  allow  the 
common  English  spelling  to  mislead  him,  in  some  words,  we 
give  a  list  for  the  purpose  of  training  the  ear  and  eye  to  a 
correct  knowledge  of  the  sounds  contained  in  words. 


PRINCIPLES. 


RULE:. 

OMIT  ALL  SILENT  LETTERS. 

CONSONANTS. 

i. — Omit  one  of  double. 


will 

wil 

loss 

los 

ebb 

eb 

manner 

manr 

matter 

matr 

often 

ofn 

soften 

sofn 

fasten 

fasn 

listen 

Hsn 

could 

kud 

would 

wud 

palm 
walk 

pam 
wak 

lamb 

lam 

climb 

klim 

thumb 

thum 

column 

kolm 

hymn 

hym 

back 

bak 

track 

trak 

sick 

sik 

scent 

sent 

muscle 

musl 

2. — Omit  /. 


3. — Omit  /. 


4. — Omit  b. 


e. — Omit  n. 


6. — Omit  c. 


little 

litl 

funny 
lesson 

funy 
lesn 

better 

betr 

ribbon 

f 

ribn 

pitch 
match 

pich 
mach 

kitchen 

kichn 

dispatch 
r 

dispach 

half 

haf 

psalm 
should 

sam 
shud 

chalk 

chak 

plumb 
debt 

plum 
del 

doubt 

dout 

solemn 

solm 

condemn 

kondm 

shock 

shok 

quick 
rock 

qik 
rok 

descend 

desend 

science 

siens 

52 


THK    NF.W    RAPID. 


7. — Omit  gh. 


sleigh 

sla 

weight 

wat 

taught 

taut 

might 

mil 

caught 

kaut 

sight 

sit 

daughter 

dautr 

fright 

frit 

write 

rit 

wrestle 

resl 

whole 

hoi 

show 

sho 

snow 

sno 

knife 

nif 

knit 

nit 

knot 

not 

gnaw 

na 

gnat 

nat 

sign 

sin 

stole 
same 


say 
day 
they 


see 
tree 
free 


stol 
sam 


sa 
da 
tha 


9. — Omit  k. 


written 

ritn 

wrong 
wrangle 
throw 

rong 
rangl 
thro 

flow 

flo 

know 

no 

knee 

ne 

knell 

nel 

io. — Omit  g. 


resign 
design 
foreign 


VOWELS. 


n.  —  Omit  e. 


shine 
fine 


12! — Omit  y. 


lay 

stay 

pray 


13. — Omit  one  of  double  letters. 
se  seed 

tre  feed 

fre  sheet 


desin 
forin 


shin 
fin 


la 
sta 
pra 

sed 
fed 
shet 


PRINCIPLES. 


53 


death 
bread 
earth 


soul 

course 

guide 


faint 

priest 


14. — Omit  a. 

deth  boat 

bred  fear 

erth  oath 

15. — Omit.w. 

sol  guild 

cors  guise 

gid  source 

16. — Omit  i. 

fant  hail 

prest  sail 

sant  mail 


bot 
fer 
oth 


gild 

giz 

sors 


hal 
sal 
mal 


new- 
crew 
few 
flew 


gem 

gentle 

german 


phonetic 

phrase 

alphabet 


SUBSTITUTING. 

17. — Substitute  u  for  ew. 
knew 


nu 
kru 
fu 
flu 


view 
strew 
review 


1 8. — Substitute  /  for  g  and  dg. 

judge 

bridge 

edge 


jem 

jentl 

jermn 

19. — Substitute/Tor  ph. 

fonetik  philosophy 


fras 
alfabet 


phonography 
phantom 


nu 
vu 
stru 
revu 


brij 


filosofy 

fonografy 

fantom 


54  THE    NEW    RAPID. 


REVIEW  QUESTIONS. 


What  are  the  two  fundamental  principles  of  short-hand? 

Why  are  there  more  characters  in  the  short-hand  alphabet 
than  in  the  long-hand  ? 

What  is  a  phonograph?     What  is  phonography? 

Define  phonetic  spelling.  Name  some  advantages  to  be 
gained  by  spelling  phonetically. 

\V hat  is  meant  by  coalescent  letters  ? 

What  are  cognate  letters  ? 

What  is  meant  by  the  term  outline  ? 

How  many  classes  of  letters  are  there?  Name  them. 
Why  are  surface  characters  so  called  ? 

What  are  tick  letters?     How  many  are  there? 

Why  are  there  two  forms  given  for  s  and  //  How  are 
the  /and  s  united  with  characters?  On  which  side  of  straight 
lines  are  they  turned  ? 

What  is  the  difference  between  the  characters  //  and  y  ? 
What  is  the  difference  between  w  and  q  ? 


PRINCIPLES.  55 


POINTS  WORTH  REMEMBERING. 


I.  Write  the  sounds  of  words  and  not  the  letters. 

II.  Write  vowels  whenever  they  are  necessary  to  secure 
legibility. 

III.  Write  every  word  as  briefly  as  is  consistent  with 
legibility. 

IV.  Write  such  outlines  as  will  best  preserve  legibility 
when  written  at  a  high  rate  of  speed. 

V.  Write  rapidly  from  the  first  but  never  make  a  stroke 
that  is  not  perfectly  legible. 

VI.  Write  shaded  strokes  with  one  sweep  of  the  pen. 

VII.  Write  derivative  words  by  simply  adding  to  the 
primitive. 

VIII.  Write  all  circles  and  loops  on  the  inside  of  curves 
and  on  the  left  side  of  straight  lines. 

IX.  Write  easily,  rapidly,  legibly  and  beautifully. 

X.  Study  earnestly   and   diligently.       Practice    intelli- 
gently.    Persevere  or  don't  attempt. 


56  THE    NEW   RAPID. 

LESSON  2. 


VOWEL  POSITIONS. 

Consonants  are  written  on  positions  so  as  to  express  the 
following  vowel.  The  vowels  are  assigned  positions  above, 
on,  and  below  the  base  line  in  their  alphabetical  order.  The 
middle  vowel  (/)  being  placed  on  the  base  line. 

Consonants  are  always  followed  by  vowels ;  hence  the 
first  consonant  in  a  word  is  written  on  position,  to  express  a 
following  vowel.  To  write  mi,  we  write  m  on  the  base  line, 
as  this  is  the  /  position.  To  write  me,  we  write  m  just  above 
the  base  line,  as  this  is  the  e  position  ;  and  so  on  through  the 
different  positions.  It  will  be  observed  that  the  vowel  ex- 
pressed by  the  position  always  follows  immediately  after  the 
first  consonant,  and  that  this  is  the  only  vowel  that  is  ex- 
pressed by  the  position.  When  more  vowels  occur  in  a  word 
they  are  written,  hence,  only  the  first  consonant  in  each  word 
is  written  on  position  ;  those  which  follow  are  written  without 
reference  to  position. 

The  learner  will  remember  that  all  silent  letters  are 
omitted.  Since  y  final  has  the  same  sound  as  /,  it  is  placed 
on  the  same  position.  Each  position  is  assigned  but  one 
vowel ;  hence,  such  words  as  main  and  man  would  be  written 
on  the  same  position.  It  is  seldom  necessary  to  make  a  dis- 
tinction between  long  and  short  vowels  in  such  words ;  but 
when  it  is  called  for,  it  is  done  by  placing  a  minute  horizontal 
dash  near  the  word  to  indicate  long  sound  of  the  vowel 
position,  and  leaving  the  unmarked  stroke  to  represent  short 
sound.  (See  line  3).  The  s  circle  is  also  used  to  represent 
the  z  sound  (as  in  line  n). 


PRINCIPLES. 

VOWEL  POSITIONS. 


fa  fe  fi  f°  f" 


lo 


la 


57 


lu 


mate  -mat  night  nit  tune  tun 


Words. 


58  THE    NEW    RAPID. 


VOWEL  POSITIONS,  CONTINUED. 


It  is  not  necessary  that  thev  positions  occupy  much  space 
perpendicularly.  Owing  to  the  running  style  of  writing  pro- 
duced in  this  system,  strokes  can  be  written  close  to  the  base 
line  and  yet  express  each  position  very  legibly. 

It  will  be  observed  that  to  write  on  the  /  position,  the 
characters  are  placed  directly  on  the  line.  To  write  on  the 
e  or  o  position,  they  are  placed  above  or  below  very  close  to 
the  line;  and  for  the  farthest  positions  a  and  u,  the  characters 
are  written  entirely  free  from  the  line. 

As  a  rule,  beginners  are  apt  to  allow  the  positions  to  take 
up  too  much  room.  Much  time  is  wasted  in  moving  the  hand 
upward  or  downward  when  the  positions  are  scattered. 
Lineality  in  writing  is  one  of  the  chief  essentials  towards  gain- 
ing a  high  rate  of  speed.  Since  it  is  important  that  the 
student  realizes  this  from  the  beginning,  and  carries  it  into 
immediate  practice,  we  have  presented  the  positions  from  the 
very  first  in  as  close  a  form  as  they  are  used  in  rapid  reporting. 


PRINCIPLES.  59 

DIPHTHOiNG  POSITIONS. 


A  Diphthong  is  a  coalition  or  union  of  two  vowel  sounds 
pronounced  in  one  syllable. 

The  diphthongs  are  assigned  positions  so  as  to  coincide 
in  sound  as  near  as  possible  with  the  vowel  sounds  found  on 
the  same  position. 

au  aw 

They  are  as  follows  :  —      -  °i  °y  - 

Oil    OW 

Words  are  written  on  these  positions  the  same  as  on  the 
vowel  positions,  but  in  order  to  distinguish  them  from  one 
another  a  dot  is  used  to  indicate  the  diphthongal  sound. 

This  clot  is  placed  anywhere  near  the  character  preceding 
the  diphthongal  sound.  The  learner  will  find  after  having 
had  practice  in  writing  and  reading  that  the  dot  can  be  omitted 
in  many  cases.  The  outline  of  the  word  aided  by  the  context 
being  generally  sufficient  to  render  the  writing  perfectly  legible. 

ra  raw  b\>  boy  no  now 

an  aw 


m    oy 

on  ow 


60  THE    NEW    RAPID. 


LESSON  3. 


THE  "A"   RULE. 

There  are  certain  consonants  with  which  the  r  unites, 
forming  coalescents.  The  object  of  using  the  principle  of 
shading  for  r  is  to  write  these  coalescents  with  one  stroke. 
Hence  they  are  shaded  to  indicate  the  immediate  presence  of 
an  r,  forming  such  words  as  pray,  free,  fry,  etc.  This  secures 
two  letters  on  one  stroke  which  is  written  on  position  to  express 
the  following  vowel.  (See  lines  i  to  7). 

When  a  vowel  intervenes  between  the  consonant  and  r  as 
in  near,  more,  etc.,  the  r  tick  is  employed.  (See  line  8). 

When  r  precedes  or  follows  a  long  stroke,  as  in  rise,  rain, 
pair,  there,  etc.,  it  will  be  found  very  advantageous  to  express 
it  by  a  shade,  i.  e.,  the  stroke  can  be  shaded  at  the  beginning 
to  prefix  r,  and  at  the  end  to  add  r.  (See  lines  9  and  10).  The 
r  tick  can  be  struck  in  either  direction.  (See  line  u). 

This  system,  as  compared  with  others,  makes  very  little 
use  of  shading.  When  shades  are  used,  however,  they  play  an 
important  part,  and  it  is  well  that  the  :student  at  the  very 
outset  learn  to  write  and  read  them  readily.  Beginners  invari- 
ably shade  too  heavy.  In  writing  with  a  pencil,  which  most 
writers  use,  it  is  sufficient  to  simply  impart  to  it  a  darker  hue 
by  a  light  increase  of  pressure.  The  student  should  remember 
that  in  short-hand  all  strokes  must  be  formed  so  that  they  can 
be  written  at  a  high  rate  of  speed,  and  hence  must  always  be 
written  with  one  sweep  of  the  pen. 


PRinCIPLES. 


61 


COALESCENT 


62  THE    NEW    RAPJD. 


HOOK  LETTERS. 


The  letters  b  and  g  are  turned  on  the  character  to  which 
they  are  attached  as  a  continuation,  b  is  turned  on  the  upper 
side,  (see  line  i) ;  g  is  turned  on  the  under  side,  (see  line  2). 
The  letters  are  turned  as  hooks  for  the  purpose  of  facilitating 
joinings  and  rendering  the  outlines  easier  in  execution. 
Sometimes,  however,  they  are  joined  in  their  natural  alpha- 
betical form.  The  writer  should  always  use  whichever  is 
formed  the  easiest  and  best  adapted  to  the  purpose.  When 
these  hook  letters  are  united  with  the  r  it  is  best  to  join  them  in 
their  alphabetical  form,  (see  line  5).  When  they  are  united 
with  the  ch,j,  /and  d  they  naturally  take  this  form,  (see  lines 
7  and  8).  These*  hooks  do  not  in  any  way  conflict  with  the 
s/i  and  wh,  since  the  latter  are  joined  in  an  angular  manner. 
(See  line  12.) 

For  reasons  which  will  be  apparent  to  the  learner  further 
along,  it  is  desirable  to  have  a  similar  method  of  representing 
their  cognates  /  and  k.  This  is  accomplished  by  using  a 
shorter  hook  on  the  upper  side  to  represent  the  /  and  on  the 
lower  side  for  the  k,  (see  lines  9  and  10).  The/  and  b  and  k 
and  g  being  so  closely  allied  in  sound,  it  is  not  necessary  that 
any  great  difference  be  made  in  the  method  of  representing 
them.  More  than  one-half  the  systems  in  use  make  no  differ- 
ence whatever  between  cognates.  This  system,  however, 
preserves  a  distinction  in  all  cases. 


PRINCIPLES. 
73  &  G 


63 


bin 


bas  bok  bak  sob  kob 


gan  gav  giv  vag 


fig 


-0- 


r  &>  A' 

kab  kap  sob  sip 


ivep 


lok 


peg  pek 


Sh 


64  THE    NEW    RAPID. 


LESSON  4. 


WORD-SIGNS. 

The  principles  of  this  system  secure  such  a  remarkable 
degree  of  brevity  in  writing,  that  word-signs  are  not  impera- 
tive. It  would  be  possible  to  dispense  with  them  entirely, 
but  since  there  are  a  few  words  that  occur  very  frequently, 
and  which  if  written  out  in  full  would  require  two  strokes,  it 
is  found  expedient  to  omit  one  of  the  letters,  and  express 
them  by  a  single  stroke. 

To  the  right  will  be  found  a  list  of  the  word-signs,  which 
should  be  thoroughly  memorized.  Those  outlines  which  are 
accompanied  by  dotted  lines  are  written  on  the  position  indi- 
cated by  the  line.  Those  without  lines  can  be*written  regard- 
less of  position,  but  since  the  favorite  place  of  writing  is  just 
above  the  base  line,  it  is  therefore  best  to  write  those  words 
which  can  be  struck  on  any  position  resting  on  the  base  line. 

The  period  is  expressed  by  a  cross  as  seen  in  the  plate  of 
sentences  to  the  right. 

The  student  must  not  leave  this  lesson  until  he  can  write 
ttye  words  as  fast  as  they  can  be  pronounced. 

The  sign  for  the  word  you  is  shaded  for  your. 


PRINCIPLES. 

WORD-SIGNS. 

/  all  £ if  _._<r^ 

t)ie  *_ will         have 

o 
as  each       J any  "\ 

IS  o -which     | every  ~~*\ 

us  of  _____\ after  /" 

o 

are  _x you  V_ 

Sentences. 


-• — \—  -o- 


*•  —  ^» 


1 


66  THE    NEW    RAPID. 


REVIEW  QUESTIONS. 


In  what  way  can  the  r  and  another  letter  be  expressed  in 
one  stroke  ? 

How  is  the  r  written  before  another  letter,  expressing 
both  in  one  stroke  ?  How  is  it  written  after  another  character, 
expressing  both  in  one  stroke  ? 

How  many  vowel  positions  are  there  ?  How  distinguish 
long  vowel  sounds  from  the  short  when  writing  on  position  ? 

How  many  diphthong  positions  are  there  ?  How  do  we 
know  when  a  character  is  written  on  a  diphthong  position  ? 
What  character  in  an  outline  always  determines  the  position 
on  which  the  word  is  written  ? 

How  many  word-signs  are  there  ?  Name  them.  What 
ones  are  written  regardless  of  position  ?  How  many  of  the 
word -signs  are  shaded  strokes  ? 

How  is  b  turned  on  other  characters  as  a  hook  ?  On  what 
side  is  g  turned  as  a  hook  ?  What  does  the  hook  on  the 
upper  side  represent,  when  written  a  trifle  shorter  ?  How 
do  you  distinguish  these  hooks  when  turned  on  other  letters 
from  sh  and  wh  ?  » 

How  many  sounds  are  there  in  the  word  taught?  How 
would  this  word  be  written  ? 

How  often  should  the  Plate  exercises  be  written  and  read  ? 


PRINCIPLES.  67 


HOW  TO  STUDY  AND  PRACTICE. 


If  the  preceding  principles  have  been  thoroughly  mastered 
and  the  student  able  to  write  the  alphabet  rapidly  and  well, 
he  will  find  that  the  foundation  to  success  is  already  laid.  Do 
not  pass  hastily  from  one  lesson  to  another,  but  thoroughly 
master  each  one  separately  and  write  it  over  at  least  three 
times  before  leaving  it.  The  student  should  be  very  systematic 
and  regular  in  his  hours  of  study  and  practice.  The  whole 
energy  of  his  mind  should  be  concentrated  upon  the  lesson  at 
hand  and  trained  to  act  quickly  and  accurately.  The  following 
lessons  should  be  taken  up  in  their  regular- order,  and  before 
attempting  to  write  a  lesson  the  short-hand  plates  should  be 
studied  thoroughly.  After  this  is  done  the  review  questions 
should  be  read  over  and  answered  to  see  that  everything  in 
connection  with  the  lesson  is  understood.  This  being  done, 
the  student  is  ready  to  write  from  dictation  the  subject  matter 
contained  in  the  short-hand  plates,  which  first  should  be  read 
slowly,  but  finally  at  a  very  rapid  rate.  It  is  much  better  to 
write  one  of  these  pages  over  a  half  dozen  times  than  it  is  to 
write  a  half  dozen  different  pages.  Not  how  much,  but  hoiv 
well  should  be  your  motto.  The  student  should  not  fail  to 
read  over  once  everything  that  he  writes.  The  ability  to  read 
short-hand  can  only  be  acquired  by  practice,  and  is  of  more 
importance  than  to  write  rapidly. 


68  THE    NEW    RAPID. 


LESSON  5. 


The  foregoing  principles  will  enable  one  to  write  the 
English  language  in  full  at  least  four  times  as  fast  as  can  be 
done  with  common  long-hand.  But  in  order  to  write  as 
rapidly  as  one  speaks,  it  must  be  capable  of  being  written 
about  six  times  as  fast  as  long-hand.  The  principles  which 
follow  are  for  the  purpose  of  securing  brevity  and  increasing 
speed.  They  are  few  and  simple,  but  of  great  importance,  and 
must  be  thoroughly  mastered. 

The  first  principle  made  use  of  is  the  lengthening  of  long 
characters. 

PRINCIPLE  FIRST. 

LONG  CHARACTERS  LENGTHENED  TO  ADD  ;//  OR  n. 

The  long  characters  and  hook  letters  b,  g,  sh  and  ivh  are 
increased  in  length  to  add  a  following  m  or  n.  (See  line  i.) 

In  lengthening  these  characters,  care  should  be  taken  to 
add  simply  enough  in  length  to  render  them  perfectly  legible. 
About  one-third  longer  than  the  normal  size  is  sufficient.  It 
will  be  observed  that  the  vowel  expressed  by  the  position  con- 
tinues to  folloAv  immediately  after  the  first  consonant  \  and 
hence  the  added  m  or  n  is  always  read  after  the  vowel. 

In  permitting  the  characters  to  undergo  these  different 
changes,  it  is  necessary  that  the  relative  sizes  be  preserved. 

In  such  words  as  simon,  lemon,  etc.,  the  final  n  blends  so 
closely  with  the  m  that  it  is  desirable  to  express  it  by  a  similar 
principle.  Therefore,  long  letters  are  super-lengthened  to  add 
mn.  (See  lines  13  and  14.)  To  superlengthen  a  stroke,  it  is 
made  double  the  alphabet  length, 


PRINCIPLES. 


69 


LONG   CHARACTERS. 


70  THE    NEW    RAPID. 


REVIEW  QUESTIONS 
ON  THE  LENGTHENING  PRINCIPLE. 

How  many  long  characters  are  there?  Name  them. 
How  much  longer  than  the  short  characters  should  they  be 
made? 

Does  the  added  m  or  n  come  before  or  after  the  vowel 
position  ? 

How  many  different  classes  of  letters  are  there  ? 

For  what  are  long  letters  lengthened  ?  For  what  are  they 
superlengthened  ? 

How  much  longer  than  the  regular  length  should  a  stroke 
be  made  to  express  m  or  n?  How  much  longer  should  it  be 
to  express  mn  ? 

Is/ a  long  letter?  Ans. — No.  Can  it  be  lengthened  to 
express  m  or  n  ?  Ans. — Since  there  is  no  other  character 
longer,  it  can,  when  advantageous,  be  lengthened  to  add  m 
or  «. 

How  do  you  express  the  r  in  such  words  as  reason,  risen, 
ripen,  rack,  etc.?  What  surface  characters  can  be  lengthened 
to  add  ///  or  n? 


PRINCIPLES.  71 


SENTENCES 

WRITTEN  BY  THE  LENGTHENING  PRINCIPLE. 

1.  Since  when  have  they  sent  them? 

2.  What  do  you  think  he  will  send? 

3.  John  sent  him  nine  pens  this  winter. 

4.  How  long  do  you  think  this  will  take  him  ? 

5.  Have  you  seen  John's  new  pen? 

6.  He  gave  them  all  the  honor. 

7.  I  knew  you  went  with  them. 

8.  We  have  been  there  since  noon. 

9.  This  long  line  which  I  have  was  sent  to  James, 

10.  Will  you  not  tell  me  the  reason  why  Simon  went 
home  ? 

11.  Will  you  not  send  them  some  soon? 

12.  The  gentleman  you  sent  after  these  pens  is  a  penman. 

13.  When  do  you  think  they  could  send  him  some? 

14.  I  think  you  might  have  given  them  to  me. 

15.  I  will  send  him  some  of  these,  since  he  was  so  kind 
to  me. 

16.  This  is  the  gentleman  to  whom  you  lent  nine  cents. 


72  THE    NEW    RAPID. 


LESSON  6. 


PRINCIPLE  SECOND. 

SHORT  CHARACTERS  SHORTENED  TO  ADD  m  OR  n. 

The  short  characters  are  made  half  length  to  add  a 
following  m  or  n.  (See  line  2.) 

Most  of  the  short  characters  are  vowels,  and  hence  words 
in  which  these  occur  are  written  on  position  to  express  the 
next  vowel  in  the  word.  Thus,  to  write  the  word  invent,  we 
write  minute  /,  which  expresses  the  n,  and  then  write  long  v  on 
the  e  position  adding  the  /.  Words  in  which  the  only  vowel 
is  initial,  such  as  in,  it,  an,  on,  etc.,  are  written  regardless  of 
position. 

Since  the  t  and  d  are  generally  drawn  downwards,  we  take 
advantage  of  their  reversible  nature  and  strike  them  upwards 
to  add  m  or  n.  (See  lines  6,  7  and  8.)  This  principle  does 
not  apply  when  the  outline  compels  /  or  d  to  be  written 
upwards.  (See  line  9.) 

The  words  in,  an  and  on  are  written  from  this  principle, 
regardless  of  position.  (See  line  4.) 

Words  beginning  with  com  or  con  can  be  written  on 
position  to  express  the  second  vowel  in  the  word.  (See  last 
two  words  on  fifth  line.) 


PRINCIPLES. 


73 


SHORT  CHARACTERS. 


74  THE    NEW   RAPID. 


REVIEW  QUESTIONS 
ON  THE  SHORTENING  PRINCIPLE. 

What  letter  or  letters  are  added  to  /and  d  when  written 
upwards  ? 

Does  this  principle  apply  to  such  words  as  treat,  tread, 
tried,  etc.?  Name  the  short  letters. 

For  what  are  short  letters  made  half  length  ? 

Why  are  the/  and  d  never  made  half  length  ? 

What  are  the  tick  letters  ?  Are  they  ever  changed  in 
length  ? 

What  three  small  words  are  written  regardless  of  position  ? 

How  do  we  know  the  direction  in  which  /  and  </are 
written  when  standing  alone?  Ans. — The  slant  of  a  stroke 
always  determines  the  direction  in  whtch  it  is  written. 

On  what  position  are  words  beginning  with  com  and  con 
written  ? 

What  is  the  standard  length  of  the  short  characters  ? 

What  vowel  in  every  word  is  expressed  by  position  ? 
Ans. — The  first  vowel  inside  of  the  word. 

On  what  position  are  those  words  written  which  have  no 
medial  or  final  vowel,  as  /'/and  at  ?  Ans. — They  are  generally 
struck  near  the  base  line,  but  are  written  without  reference  to 
position. 


PRINCIPLES.  75 


SENTENCES 

WRITTEN  BY  THE  SHORTENING  PRINCIPLE. 

1.  In  an  hour  or  two  he  will  come. 

2.  The  man  was  no  doubt  insane. 

3.  We  were  there  all  day  long. 

4.  You  must  not  think  so  much. 

5.  Since  when  did  you  see  them  ? 

6.  The  man  went  down  town  after  his  dinner. 

7.  Can't  you  give  me  ten  times  as  much  as  this? 

8.  Can  you  teach  me  to  write  next  winter? 

9.  I  can  now  write  ten  times  as  fast  as  I  could. 

10.  Can  I  see  him  in  time  to  go  down  there  before  noon  ? 

11.  The  man  would  not  take  any  after  all. 

12.  Can  you  come  after  it  in  the  afternoon? 

13.  Which  do  you  think  is  best  for  me? 

14.  The  moon  shone  when  the  summer  came. 

15.  When  you  can  find  time  I  wish  you  would  write  a 
line  in  my  book. 


76  THE    NEW   RAPID. 

LESSON  7. 


PRINCIPLE  THIRD. 

SURFACE  CHARACTERS  ENLARGED  TO  ADD  t  OR  d. 

The  surface  characters  b,  g,  sh,  wh,  I,  s,  oi  and  ou  are 
enlarged  to  add  a  following  /  or  d. 

It  may  appear  to  the  learner  as  being  rather  indefinite  to 
allow  either  /  or  //to  be  expressed,  or  as  in  the  preceding  lesson 
m  or  n.  But  after  a  little  experience  in  writing  and  reading 
it  will  be  found  that  there  are  very  few  cases  where  the  same 
outlines  will  produce  words  that  are  liable  to  conflict.  When 
such  words  do  arise,  however,  the  writer  should  not  hesitate  to 
add  t  or  //or  any  other  letter  when  legibility  requires  it. 

This  system,  as  compared  with  others,  is  very  free  from 
representing  different  words  with  the  same  outline.  It  will  be 
observed  that  what  few  words  are  written  alike  are  those  that 
are  almost  identical  in  pronunciation,  and  that  the  more  unlike 
words  are  in  pronunciation  the  more  unlike  they  are  in  outline. 

The  learner  should  exercise  the  same  care  in  enlarging 
these  characters  proportionally  as  in  the  changing  of  the  long 
and  short  letters. 

The  circle  s  enlarged  adds  /,  making  the  coalescent  st, 
which  is  written  on  position  for  the  following  vowel.  (See 
line  7.)  On  other  surface  characters  the  expressed  /  or  d 
always  follows  after  the  vowel  position.  The  circle  is  super- 
enlarged  to  add  a  t  or  d  after  the  vowel  position.  (See  last 
part  of  line  7.) 

The  surface  character  /  does  not  stand  alone  since  it  is 
used  for  the  words  all  and  will.  To  write  the  words  lay,  let, 
law,  etc.,  the  long  /is  employed. 


PRINCIPLES.  77 

SURFACE  CHARACTERS. 


c 


C 


D 


C 


C 


G 


"-0- 


v22       T2' 


9 


c7 


r° 


o 


o 


O 


c 


O 


O 


o 


Q_ 


'-=0- 


O  O 

(5~^ 


O 


o^: 


_D 


(5^ 

__D_ 


^)  ^) 

/"c  -*=&• 


0\ 


c^^ 


-$^ 


__D 


^X) 


_D 


_O_ 


11 A- 


^ 


Sentences. 


^I5~ 


JD_ 


^"T^ 
O      D 


^L__ 


J    ^ 


Q_ 
-^-x- 


78  THE    NEW   RAPID. 


REVIEW  QUESTIONS 
ON  THE  ENLARGING  PRINCIPLE. 

What  are  the  surface  characters  ?  Why  are  they  so  called  ? 
How  many  surface  characters  are  there  ?  Name  them.  For 
what  are  they  enlarged  ? 

Does  the  expressed  /  or  d  follow  immediately  after  the 
consonant  or  the  vowel  position  ?  How  in  the  case  of  larger.? 

How  write  such  words  as  lad,  led  and  lit  ?  How  write 
such  words  as  state,  stood  and  straight  ? 

How  is  double  d  expressed  as  in  the  word  did  ?  Ans. — On 
any  position.  Why  is  the  word  outlook  written  below  the  base 
line?  Ans. — Since  out  is  written  without  reference  to  position, 
such  words  as  outlook,  outline,  and  outwork  are  written  on 
position  to  express  the  vowel  in  the  last  part  of  the  word. 


PRINCIPLES.  79 


SENTENCES 
WRITTEN  BY  THE  ENLARGING  PRINCIPLE. 

1.  We  bought  a  better  boat. 

2.  You  should  not  stop  so  soon. 

3.  The  butter  was  lost  or  stolen. 

4.  He  was  brought  here  after  night.    • 

5.  The  bat  is  said  to  be  a  night  bird. 

6.  It  is  better  to  be  good  than  to  be  great. 

7.  They  were  almost  wild  over  the  last  storm. 

8.  How  short  the  winter  was  out  west  last  year. 

9.  Did  you  get  out  in  time  last  night  ? 

10.  The  colt  stepped  on  the  bat  but  did  not  kill  it. 

11.  We  stopped  and  looked  on  the  vast  mountain  of 
stone. 

12.  You  should  be  good  to  them  no  matter  if  they  have 
insulted  you. 

13.  The  post  was  just  outside  the  gate. 

14.  The  good  man  was  hit  on  the  head  and  killed. 

15.  The  wheat  was  stolen  out  of  the  store  last  night. 


8o  THE    NEW   RAPID. 

LESSON  8. 


PRINCIPLE  FOURTH. 
SURFACE  CHARACTERS  DIMINISHED  TO  ADD  /. 

The  learner  will  doubtless  understand  now  why  the  b  and 

represented  by  surface  characters,  and  also  the  importance 
of  having  a  similar  way  of  expressing  the/  and  k.  The  letter 
/unites  with  these  consonants  forming  the  coalescents  bl,  gl, 
pi,  kl,  fl  and  si.  The  initial  letters  being  represented  by 
surface  characters,  these  are  simply  written  a  trifle  smaller  to 
add  the  /,  thus  expressing  them  both  with  one  small  outline. 
(See  lines  i,  a  and  3.)  It  will  be  observed  that  the  expressed 
/always  follows  immediately  after  the  consonant.  When  avowel 
intervenes  as  in  gale,  bale,  etc.,  both  consonants  are  written. 

Should  the  learner  experience  any  difficulty  in  reading 
his  writing  to  distinguish  the//  from  the  bl,  or  the  £/from  the 
gl,  he  can  use  the  b  and  g  in  their  alphabetical  form,  i.  e., 
joining  them  in  an  angular  manner,  and  express  the  /  and  k 
by  the  turned  hooks.  (See  line  10.) 

The  s  is  diminished  to  add  /only  when  medial  and  final. 
(See  line  13.)  The  writing  of  initial  coalescent  si  comes 
under  the  "s"  coalescents,  which  will  be  explained  in  a 
following  lesson. 

The  /diminished  makes  f  precede,  instead  of  adding  /, 
thus  writing  all  of  the  /  coalescents  by  the  diminishing  prin- 
ciple. (See  lines  n  and  12.) 

The  sh  and  wh  being  surface  characters,  also  come  under 
this  diminishing  rule  ;  but  since  the  /never  unites  with  them, 
forming  coalescents,  they  are  written  on  position  to  express 
the  intervening  vowel,  making  the  words  sh  a  //,  wh  i  le,  etc. 

The  diphthongs  being  surface  characters  they  are  also  . 
diminished  to  add  /.     (See 


PRINCIPLES. 

SURFACE  CHARACTERS. 

/?  (S  CD  #  O  A  V 


8l 


II 


<3 


1*   ^ /2_ 


/ 


_£/ 


82  THE    NEW    RAPID. 


REVIEW  QUESTIONS 
ON  THE  DIMINISHING  PRINCIPLE. 

For  what  are  surface  characters  diminished  ?  What  is  the 
difference  between //and  bl '?  How  write  the  coalescent  fl ? 
What  is  the  difference  between  the  writing  of  the  words  pale 
and  play  ? 

With  how  many  letters  does  /  coalesce  ?  Can  the 
diphthongs  be  diminished  to  add  I? 

Is  the  s  circle  diminished  initially  to  add  I?  How  do 
you  distinguish'^/ from  cl? 

What  is  the  difference  between  the  words  glue  and  clue  in 
outline  ? 

Must  g  and  b  always  be  turned  as  hooks  ? 

Is  fl  written  in  accordance  with  the  diminishing  prin- 
ciple? Ans. — No,  it  is  arbitrary. 

When  sh  and  wh  are  dimished  to  add  /  does  the  ex- 
pressed /  follow  the  same  as  after  a  b  or  g  ? 


PRINCIPLES. 


SENTENCES 

WRITTEN  BY  THE  DIMINISHING  PRINCIPLE. 

1.  It  was  a  pleasant  place  to  play. 

2.  The  flame  flashed  fearfully. 

3.  There  is  a  deep  plot  in  the  play. 

4.  We  found  the  place  plain  and  pleasant. 

5.  We  saw  some  beautiful  plates  of  brass. 

6.  Please  lay  the  thimble  on  the  table. 

7.  The  clown  pleased  the  people. 

8.  The  owl  flew  over  the  playground. 

9.  The  tinsel  made  the  cloth  beautiful. 

10.  The  beautiful  bird  flew  into  the  flame  and  was  killed. 

11.  See  the  beautiful  glow  and  glimmer  of  the  summer 
sun. 

12.  The  rascal  stole  an  apple  from  the  people. 

13.  That   was   a   good   example   of  what  some  people 
can  do. 

14.  The  seed  of  the  thistle  was  blown  over  the  steeple. 


84  THE    NEW    RAPID. 


LESSON  9. 


PRINCIPLE  FIFTH. 

COALESCENT    S     EXPRESSED     BY    A    SMALL    CIRCLE    TURNED    ON 
THE    FOLLOWING    CONSONANT. 

This  letter  unites  with  n,  m,  p,  k,  t,  I,  q,  f,  and  w. 
Unlike  the  coalescent  r  and  /,  it  comes  first,  coalescing  with 
the  following  letter  forming  such  words  as  smile,  spy,  stain,  etc. 

In  order  that  these  coalescents  may  be  written,  as  the  / 
and  r,  from  a  principle  universal  in  its  application,  we  turn 
the  circle  very  small  on  the  letter  with  which  s  unites  as  a 
coalescent. 

When  s  coalesces  with  a  consonant  at  the  end  of  a  word, 
as  in  desk,  wisp,  etc.,  each  letter  forming  the  coalescent  is 
•written  in  its  natural  form. 

The  triplets  spl,  scr  and  spr  are  written  from  the  same 
principle,  s  being  turned  on  //  for  spl,  or  cr  for  scr,  and  on 
,pr  for  spr.  (See  lines  9,  10  and  n.) 

In  turning  the  circle  s  in  the  //  for  spl,  it  is  found  much 
'easier  to  make  it  slightly  oblong,  which  can  be  done  for  con- 
venience sake,  as  it  will  never  be  mistaken  for  an  /  since  the 
/does  not  occur  in  such  combinations.  (See  line  n.) 

The  circle  for  coalescent  s  should  be  very  small.  If  it  is 
so  small  as  to  practically  result  in  a  dot,  it  will  be  found 
equally  as  legible,  and  less  likely  to  conflict  with  the  natural 
form  of  s. 


PRINCIPLES. 

COALESCENT  "  S. 


a <L. — -.   .   a_ 


X 


o 


/ 


£.  A 


j±&2< 


/ 


c_ 


O 


14       •  °V 


86  THE    NEW    RAPID. 


SENTENCES  FOR  PRACTICE  ON  THE 
COALESCENT  S. 


1.  The  sled  slid  down  the  slanting  slope. 

2.  The  slave  was  slain  while  sleeping. 

3.  The  sloop  sailed  slowly  up  the  bay. 

4.  The  spring  was  dug  with  a  spade. 

5.  The  spy  was  a  splendid  speaker. 

6.  The  spruce  was  sprinkled  with  spray  from  the  spring. 

7.  The  school  was  scarce  of  scholars. 

8.  The  Scotch  schooner  was  lost  in  the  squall. 

9.  The  sky  was  scarcely  visible. 

10.  The  snow  leaves  when  the  spring  comes. 

11.  The  street  was  straight  and  beautiful. 

12.  The  streets  are  swept  every  night. 

13.  The  steam  curled  over  the  steeple. 

14.  This  sketch  is  a  specimen  of  his  skill. 

15.  The  speech  was  a  specimen  of  the  statesman's  style. 

1 6.  You  should  strive  to  stand  well  in  school. 

17.  This  is  a  splendid  statement  to  come  from  a  stranger. 

1 8.  The  stone  struck  the  top  of  the  school  house. 


PRINCIPLES.  87 


REVIEW  QUESTIONS 

ON   THE    COALESCENT   S. 

With  how  many  letters  does  the  letter  s  coalesce? 

How  are  the  triplets  spr  and  spl  written  ? 

What  is  the  difference  between  the  writing  of  the  words 
spy  and  sip  ? 

Is  the  coalescent  st  written  from  this  principle  of 
coalescent  s  ? 

How  is  the  triplet  sir  written  ? 

Does  it  matter  how  small  the  s  circle  is  made  for  the 
coalescents  ? 

What  sound  has  the  u  in  the  words  suasion  and  suasive  f 

In  writing  the  s  coalescents  which  character  is  written  on 
position,  the  circle  or  the  character  on  which  it  is  turned  ? 
Ans. — The  latter. 

When  s  is  a  coalescent  is  it  turned  on  any  particular  side 
of  a  character  ?  Ans. — No ;  it  is  turned  on  whichever  side  is 
the  most  convenient  in  writing. 


88  THE    NEW    RAPID. 


LESSON    IO. 


THE  DOWNWARD  PRINCIPLE. 

Since  there  are  no  perpendicular  curves  and  all  inclined 
strokes,  excepting  y  and  q,  are  written  to  the  right  in  a 
running  manner,  these  characters  can  be  written  downwards 
and  more  uprightly,  which  is  done  to  add  a  following  /  or  d. 

This  principle  gives  the  vowel  a  wonderful  writing  power, 
as  they  are  so  frequently  followed  by  /  and  d. 

The  h  and  w  are  seldom  written  downwards  owing  to  their 
likeness  to  the  y  and  q  when  so  written.  The  frequent  occuring 
words  hard,  heard,  would  and  word,  and  the  ending  ward,  are 
about  the  only  words  in  which  the  downward  principle  is 
applied  to  the  h  and  w. 

The  prefixes  inter,  enter  and  tinder  are  all  written  from 
this  principle  without  reference  to  position.  (See  line  9,  10 
and  n.) 

The  shade  is  omitted  in  the  word  herewith  and  written  by 
simply  a  downward  compound  curve.  (See  line  14.) 

The  shade  is  also  omitted  in  the  word  children.  (See 
line  ii.) 

The  w  in  the  word  with  can  be  struck  either  upwards  or 
downwards. 

The  learner  will  remember  that  strokes  written  upwards 
always  slant  more  than  when  written  downwards,  and  hence 
when  these  strokes  stand  by  themselves  the  slant  alone  deter- 
mines the  direction  in  which  they  are  written. 


PRINCIPLES. 


89 


THE  DOWNWARD  PRINCIPLE 


7     7 

e_\_ 


\ 


.1 


\ 


7° 


<)0  THE    NEW    RAPID. 


REVIEW  QUESTIONS 
ON  THE  DOWNWARD  PRINCIPLE. 

What  class  of  characters  are  written  downward  to  add  / 
or  d? 

In  what  words  are  the  h  and  w  written  downwards? 

Why  not  always  write  them  downwards  when  followed 
by  /  and  d  ? 

How  is  the  phrase  would  be  written? 

Is  the  word  and  written  on  any  particular  position  ? 

Should  it  is  and  //a//// be  phrased  !     Ans. — Yes. 

How  write  the  words  enter  and  under?  Are  they  written 
on  any  particular  position  ? 

How  is  the  d  expressed  in  the  word  children  ?  Ans. — By 
writing  the  /  more  perpendicularly. 

How  is  the  word  herewith  written  ? 

In  what  two  words  in  this  lesson  is  the  shade  omitted  ? 

What  determines  the  direction  in  which  the  h  and  q  are 
written  when  standing  alone? 

What  is  the  difference  between  the  words  reward  and 
onward?  Ans. — Reward  is  written  above  the  line  and 
onward  below  the  line. 


PRINCIPLES.  91 


SUGGESTIONS  ON  OUTLINING  WORDS. 


One  of  the  great  essentials  requisite  to  the  successful 
mastery  of  short-hand  is  the  ability  to  secure  outlines  that 
are  legible,  uniform  in  formation  and  easy  to  write.  It  is 
possible  for  a  great  many  words  to  be  written  in  different  ways, 
and  in  some  cases  with  a  beginner  it  may  be  a  question  as  to 
which  is  the  best  outline  to  adopt. 

There  are  three  general  principles  to  be  observed  in  the 
outlining  of  every  word.  First,  legibility;  second,  simplicity 
•of  outline  ;  and  third,  analogy.  Every  word  which  the  student 
•outlines  himself  should  be  tested  by  outlining  it  in  accordance 
with  these  three  principles,  and  then  adopting  the  best  form, 
•everything  being  considered. 

Legibility  should  always  be  considered  first,  for  without 
this  the  other  qualities,  though  existing  in  the  highest  degree, 
have  no  value  whatever. 

The  second  test  to  be  made,  is  to  see  that  the  outline  is  one 
that  can  be  executed  easily  and  is  of  such  mechanical  formation 
•as  will  not  deteriorate  and  become  illegible  in  rapid  writing. 

Third,  the  preserving  of  analogy  should  be  considered 
by  treating  all  words  as  either  primitive  or  derivative,  and 
forming  the  outlines  so  as  to  preserve  harmony  through  all 
the  etymological  relations. 

The  student  should  be  careful  not  to  practice  on  miscel- 
laneous matter  outside  of  the  text-book  until  he  has  thoroughly 
mastered  all  the  principles  of  the  system.  By  strictly  observing 
this  he  will  not  be  troubled  with  unlearning  long  alphabetical 
•outlines  when  new  principles  are  explained  and  approved 
outlines  given. 


92  THE    NEW    RAPID. 


LESSON   II. 


EXPEDIENT  PRINCIPLES. 

Since  the  ^  circle  is  always  turned  on   the  regular  side  of 
strokes,  we  make  use  of  the  irregular  side  to  express  ts  or  ds. 
That  is,  .$•  circle  turned  on  the  irregular  side  makes  /  or  d 
precede.     (See  lines  i,  2  and  3.) 

The  s  is  turned  initially  on  the  irregular  side  to  express 
the  common  prefix  dts.  (See  lines  4  and  5.) 

The  same  rule  applies  to  the  /  which  is  turned  on  the 
irregular  side  for  //and  dl.  (See  lines  6,  7  and  8.) 

It  frequently  occurs  that  the  th  character  when  final  does 
not  join  readily  and  in  such  cases  is  expressed  by  retracing  the 
preceding  character,  as  in  line  9. 

Line  n  illustrates  words  in  which  the  stroke  for  th  should 
be  employed. 

B  is  joined  in  an  angular  manner  for  the  syllable  be  and 
the  word  written  on  position  to  express  the  next  vowel.  (See 
line  12.) 

The  syllable  de  is  expressed  by  writing  the  d  stroke  in  a 
very  slanting  manner  downwards,  as  in  line  13. 

The  /  is  written  in  a  perpendicular  manner  to  express  a 
followingy. 

The  b  and  g  are  sloped  backwards  to  add  sh.  (See 
line  15.) 

When  h  is  followed  by/,  v,  p  or  any  other  stroke  with 
which  it  does  not  join  easily,  it  is  expressed  by  retracing  the 
following  character.  (See  line  16.) 


PRINCIPLES. 


93 


EXPEDIENT  PRINCIPLES. 


94  THE    NEW    RAPID. 


REVIEW  QUESTIONS 
ON  THE  EXPEDIENT  PRINCIPLES. 

What  is  the  regular  side  of  curved  strokes?  What  is  the 
regular  side  of  straight  lines?  What  is  the  regular  side  of 
m  and  n  ? 

For  what  is  the  circle  s  turned  on  the  irregular  side 
initially?  What  finally? 

Is  the  /  ever  written  on  the  irregular  side  ? 

How  is  th  expressed  when  the  stroke  will  not  join  well  ? 

How  would  you  write  the  words  farther  and  further! 

For  what  is  /written  in  a  perpendicular  manner? 

For  what  are  the  b  and  g  sloped  backwards  ? 

For  what  is  b  joined  in  an  angular  manner  initially? 

How  is  the  syllable  de  expressed  in  a  word  without  the 
use  of  position  ? 

On  what  position  are  words  beginning  with  the  syllables 
be  and  de  written  ?  Ans. — They  are  written  on  position  for 
the  next  vowel  in  the  word. 

How  write  the  word  because?  Ans. — By  turning  the  b 
on  the  upper  side  as  a  hook. 

Is  this  word  an  exception  to  the  general  rule  ?    Ans. — Yes. 


PRINCIPLES.  95 


HOW  TO  WRITE  EASILY  AND  RAPIDLY. 


Use  a  pen,  if  possible,  that  is  just  suited  to  the  hand  and 
that  will  produce  a  firm,  steady  line  when  in  quick  motion. 

Slide  the  hand  easily  and  naturally  across  the  paper  when 
writing.  Do  not  make  a  pause  after  each  outline,  but  observe 
that  the  movement  is  steady  and  continuous. 

Beginners  are  apt  to  spend  more  time  in  passing  from  one 
outline  to  another  than  in  executing  them.  This  shows  how 
important  it  is  to  keep  outlines  close  together.  If  a  pencil  is 
used  instead  of  a  pen,  accustom  yourself  to  form  light  lines, 
otherwise  you  will  find  yourself  gripping  the  pencil,  which  is 
sure  to  tire  the  hand  and  produce  poor  outlines.  In  order  to 
form  the  habit  of  writing  in  an  easy  running  manner,  select  a 
familiar  sentence  containing  short  words,  and  write  it  over  and 
over.  Strive  to  keep  the  hand  in  continuous  motion  and 
execute  the  outline  as  it  passes  across  the  paper.  Write  the 
same  sentence  over  again  and  again,  striving  to  increase  the 
rate  of  speed  at  each  time  of  writing.  Do  not  allow  the  mind 
to  linger  with  an  outline  after  it  is  formed,  but  pass  quickly  to 
the  next. 

Practice  this  from  day  to  day,  selecting  more  difficult 
matter  each  time,  and  practicing  it  until  it  can  be  written 
with  the  hand  in  one  continuous  motion.  This  method  of 
speed  practice  continued  for  a  short  time  will  produce  an  easy 
continuous  style  of  writing,  and  a  high  rate  of  speed  will  be 
reached  almost  unconsciously. 


96  THE    NEW   RAPID. 


LESSON  12. 


PRACTICAL  WORDS. 

To  the  right  is  given  a  list  of  very  common  words,  which 
it  is  important  that  the  student  be  able  to  write  very  rapidly 
and  legibly.  These  words  constitute  about  two-thirds  of 
spoken  and  written  English.  The  list  should  be  practiced 
until  it  can  be  written  in  about  three  minutes'  time.  The 
student  should  take  particular  pains  to  write  every  word  in 
•outline  and  position  just  as  given  in  the  plate.  Some  words 
which  could  be  written  on  any  position  are  assigned  a 
particular  place  to  preclude  the  possibility  of  their  conflicting 
with  other  outlines  of  similar  formation. 

The  favorite  place  of  writing  is  resting  on  the  base  line, 
and  therefore  those  words  not  written  on  any  particular 
position  are  generally,  for  convenience  sake,  placed  just  above 
the  line. 

The  word  are  should  be  written  above  the  line  and  the 
word  on  below  the  line.  The  words  of  and  other  are  written 
above  the  line  and  the  word  or  below  the  line.  (See  line  10.) 
The  word  pleasure  on  the  nth  line  can  be  written  by  slanting 
the  //  backwards  if  the  writer  prefers.  The  final  /  in  the 
ending  dent,  as  in  president  on  the  nth  line,  is  expressed  by 
writing  the  d  rather  perpendicular.  The  word  upon  is  ex- 
pressed by  the  minute  o  curved  slightly,  or  in  other  words  it 
is  a  minute  u.  (See  line  14.) 


PRINCIPLES. 

PRACTICAL  WORDS. 


i    x-     _r 


97 


3  C_P 


d 


— p 


~7 


\         A        A 


O 


Ao L 


f  C 


98  THE    NEW   RAPID. 


DOUBLE  LETTERS. 


When  p  follows  /,  as  in  pipe,  peep,  etc.,  the  second/  is 
expressed  by  the  hook.  (See  line  i.) 

Double  d  is  expressed  by  joining  to  d's  by  a  downward 
movement.  (See  line  2.)  Td,  as  in  mated,  can  also  be  ex- 
pressed by  a  similar  stroke. 

When  r  follows  r,  as  in  nearer,  rare,  etc.,  the  two  r1  s  are 
expressed  by  uniting  the  strokes  shaded  in  a  continuous 
manner.  (See  line  3.)  The  double  r  stroke  does  not  conflict 
with  the  word  other  since  this  word  is  written  in  a  perpen- 
dicular manner. 

When  m  is  followed  by  mn,  as  in  moment,  the  two  m1 's  are 
separated  by  a  slight  upward  movement.  (See  line  4.) 

Double  s  or  z,  as  in  cases,  sizes  and  suspend,  is  expressed 
by  uniting  the  's  circle  in  an  angular  manner.  (See  lines  5 
and  6.) 

The  circle  is  enlarged  to  add  /,  making  sst,  as  in  line  7. 


VOWEL  WORDS. 


The  last  half  of  the  plate  to  the  right  is  devoted  to  words 
in  which  the  only  vowel  is  initial.  Since  these  are  written 
regardless  of  position,  they  are  placed  just  above  the  base  line. 

In  the  words  able  and  ample  the  bl  hook  is  turned  on  the 
under  side  to  facilitate  the  writing.  (See  line  9.) 

The  last  line  illustrates  words  beginning  and  ending  with 
vowels,  the  last  vowel  being  expressed  by  position. 


*.  0. 

Ui 

Us 


PRINCIPLES. 

DOUBLE  LETTERS. 


99 


7 


Words. 


S=> 


( 


f" 


13      I 


V 


\  \ 


A  A  A  v 


100  THE    NEW    RAPID. 


REVIEW  QUESTIONS 
ON  PRACTICAL  WORDS  AND  DOUBLE  LETTERS. 

How  is  double/  expressed  ? 

How  is  double  d,  as  in  did  and  dead  written  ? 

How  express  the  two  r's  in  rare  and  roar? 

Do  these  outlines  conflict  with  the  word  other? 

How  are  the  two  m's  separated  in  the  word  moment? 

What  is  the  briefest  form  of  expressing  ss,  as  in  the 
word  cases  ? 

On  what  position  are  such  words  as  at,  //and  east  written  ? 

What  words  are  expressed  by  the  use  of  a  dot  on  the  a 
and  o  positions  ? 

Why  is  it  best  to  write  the  word  are  above  the  line  and 
the  word  on  below  the  line?  Ans. — So  as  to  render  the 
writing  perfectly  legible  should  the  writer  fail  to  shade  the 
word  are. 

Why  is  the  y  written  upwards  in  the  word  young  ?  Ans. — 
To  facilitate  the  writing,  since  this  word  is  so  frequent,  and 
is  generally  followed  by  words  written  above  the  base  line. 


PRINCIPLES.  IOI 


MISCELLANEOUS  SENTENCES 
FOR  PRACTICE  ON  PRACTICAL  WORDS. 

1.  He  was  always  here  on  time. 

2.  Are  you  sure  that  he  was  an  honest  man  ? 

3.  Have  you  ever  heard  the  president  speak? 

4.  It  will  give  me  great  pleasure  to  be  present. 

5.  How  much  do  you  think  you  can  sell  to-day? 

6.  Have  you  ordered  the  goods  yet  ? 

7.  What  do  you  think  of  the  special  offer  they  have 
made  you? 

8.  How  long  do  you  think  you  can  stay  here  ? 

9.  Can  you  not  give  some  other  reason  ? 

10.  I  would  rather  not  go  to  work  just  now. 

1 1 .  Did  you  ask  him  to  do  that  to-day  ? 

12.  Please  tell  me  all  about  your  trouble  with  him? 

13.  He  was  a  very  useful  person  in  that  line  of  business. 

14.  That  is  indeed  very  true  in  this  case. 

15.  Do  you  think  he  is  as  old  as  I  am? 

1 6.  Will  you  please  assist  him  with  his  work  ? 

17.  What  system  of  short-hand  does  your  sister  write? 

1 8.  Will  you  please  open  the  door  for  me  ? 


102  THE    NEW    RAPID. 


LESSON  13. 


THE  "  Y"  AND  "ING"  ENDINGS. 

On  the  page  to  the  right  is  given  a  list  of  the  different 
y  endings.  The  y  is  expressed  by  the  /  which  is  written  either 
upwards  or  downwards.  (See  line  i.) 

Ty  and  dy  are  expressed  by  a  short  /',  or  in  other  words  it 
is  the  /curved  slightly.  (See  line  3.) 

The  j>  is  added  after  any  circle  or  loop  by  allowing  the 
line  to  pass  over  the  stem.  (See  lines  5,  6,  7  and  8.) 

In  the  endings  by  and  bly  the  /  is  joined  in  a  continuous 
manner  without  an  angle.  (See  lines  9  and  10.) 

The  difference  between  bly  and  blty  is  in  the  length  of 
the  /.  (See  lines  10  and  n.) 

The  /  is  omitted  in  the  ending  .Ty  and  the /is  increased  in 
curvature  slightly  to  express  final  /  or  y.  (See  line  12.) 

The  ings  endings  occupy  lines  13,  14,  15  and  16.  In 
these  endings  the  detached  character  is  written  on  a  line  with 
the  preceding  stroke. 

The  /  is  written  in  a  horizontal  manner  for  ingly.  (See 
line  16.) 

In  rapid  writing  it  is  often  desirable  to  express  ing  without 
lifting  the  pen.  This  is  done  by  ending  the  stroke  preceding 
the  ing  with  a  dot. 


PRINCIPLES. 

THE  "  K"  ENDINGS. 


103 


ILLUSTRATIONS. 


104  THE    NEW  KAPID. 


REVIEW  QUESTIONS 
ON  THE  y  AND  ing  ENDINGS. 

What  is  the  difference  between  the  endings  y  and  ty  ? 

Is  there  any  difference  between  ty  and  dy  ? 

How  is  y  expressed  after  a  circle  or  loop  ? 

How  is  it  expressed  after  b  and  bl? 

What  is  the  difference  between  bly  and  blty  ? 

How  write  fy  ?  Can  vy  be  written  from  the  same 
principle?  Ans. — Yes. 

What  is  the  difference  between  ing  and  ington  ? 

How  is  the  /  written  in  ingly  ? 

What  is  the  relative  position  of  the  ing  endings  ?  Ans. — 
The  detached  character  is  always  written  directly  at  the  end 
and  on  a  line  with  the  preceding  stroke. 

How  is  the  ly  written  after  the  st  circle,  as  in  the  word 
honestly  ?  Ans. — By  turning  the  surface  /  on  the  inside  of 
the  circle. 


PRINCIPLES.  105 

WORDS  FOR  PRACTICE    ON   THE    "  Y"  ENDINGS. 


Words  ending  in_v. 

foamy 

slimy 

palmy 

gummy 

mummy 

stormy 

bloomy 

company 

botany 

rainy 

stony 

harmony 

puny 

tyranny 

Jenny 

penny 

downy 

sunny 

bony 

felony 

tiny 

ceremony 

matrimony 

testimony 

Words  ending  in 

ry. 

drapery 

scenery 

machinery 

millinery 

nunnery 

slippery 

dowery 

dairy 

miry 

inquiry 

captainry 

canonry 

masonry 

glory 

memory 

Words  ending  hi  fry  and  very. 

belfry 

fairy 

slavery 

knavery 

bravery 

thievery 

revery 

livery 

delivery 

silvery 

Words  ending  in 

sy. 

easy 

greasy 

busy 

heresy 

courtesy 

daisy 

noisy 

palsy 

flimsy 

clumsy 

pansy 

tansy 

quinsy 

posy 

rosy 

dyspepsy 

drowsy 

tipsy 

dropsy 

massy 

Words  ending  in 

cy. 

legacy 

fallacy 

supremacy 

primacy 

legitimacy 

intimacy 

pharmacy 

subordinacy 

fragrancy 

vagrancy 

lunacy 

democracy 

bankruptcy 

piracy 

infancy 

fleecy 

prophecy 

secrecy 

icy 

policy 

spicy 

juicy 

vacancy 

dependency 

fancy 

hesitancy 

mercy 

constancy 

incumbency 

decency 

complacency 

presidency 

ascendency 

idiocy 

tendency 

despondency 

delinquency 

agency 

insolvency 

fluency 

emergency 

deficiency 

impotency 

potency 

expediency 

excellency 

indolency 

corpulency 

vehemency 

frequency 

competency 

consistency 

pertinency 

indifferency 

currency 

io6 


THE    NEW    RAPID. 


Words  ending  in  sty  and  stry. 


yeasty 

hasty 

dynasty 

pasty 

modesty 

immodesty 

majesty 

honesty 

misty 

musty 

frosty 

thirsty 

dusty 

rusty 

pastry 

ancestry 

tapestry 

registry 

ministry 

industry 

Words  ending  in  stty,  written  as 

though  spelled  sty. 

falsity 

immensity 

propensity 

intensity 

diversity 

curiosity 

animosity 

generosity 

adversity 

perversity 

university 

sagacity 

pugnacity 

capacity 

veracity 

vivacity 

felicity 

velocity 

ferocity 

scarcity 

Words  ending  in  sly 

in  which  the 

s  circle  is 

diminished  to 

add  the  /. 

heedlessly 

needlessly 

lifelessly 

blamelessly 

uselessly 

harmlessly 

helplessly 

fearlessly 

thoughtlessly  expressly 

righteously 

plenteously 

bounteously 

perniciously 

religiously 

harmoniously 

piously 

variously 

seriously 

curiously 

furiously 

injuriously 

licentiously 

cautiously 

previously 

enviously 

jealously 

zealously 

marvellously    famously 

ravenously 

ruinously 

poisonously 

grievously 

dangerously 

vigorously  - 

humorously 

strenuously 

promiscuously  mischievously 

Words  ending 

in  sely,  written  the  same 

as  sly. 

conversely 

precisely 

concisely 

wisely 

profusely 

immensely 

intensely 

jocosely 

diffusely 

loosely 

purposely 

morosely 

coarsely 

adversely 

perversely 

Words  ending  in 

fy. 

freely 

safely 

largely 

fairly 

profanely 

solely 

lamely  ' 

namely 

tamely 

supremely 

extremely 

timely 

poorly 

homely 

handsomely 

hourly 

serenely 

finely 

lonely 

sincerely 

barely 

rarely 

merely 

severely 

securely 

surely 

purely 

resolutely 

bravely 

harshly 

daily 

gaily 

readily 

steadily 

speedily 

PRINCIPLES. 


107 


greedily 

bodily 

helpfully 

lively 

family 

happily 

ordinarily 

verily 

merrily 

weakly 

sickly 

quickly 

neatly 

darkly 

morally 

sensually 

punctually 

perpetually 

loyally 

jelly 

silly 

folly 

holly 

woolly 

firmly 

cleanly 

meanly 

manly 

womanly 

suddenly 

greenly 

heavenly 

plainly 

certainly 

thinly 

only 

commonly 

deeply 

early 

dearly 

nearly 

yearly 

tenderly 

orderly 

eagerly 

fatherly 

motherly 

brotherly 

formerly 

mannerly 

properly 

easterly 

masterly 

westerly 

sisterly 

Words  ending  in 

tfy. 

ultimately 

intimately 

proximately 

fortunately 

separately 

moderately 

temperately 

desperately 

stately 

privately 

completely 

politely 

definitely 

sweetly 

softly 

lightly 

nightly 

knightly 

brightly 

sprightly 

slightly 

tightly 

scantily 

redundantly 

gallantly 

petulantly 

pleasantly 

incessantly 

instantly 

constantly 

decently 

confidently 

evidently 

providently 

prudently 

gently 

diligently 

expediently 

conveniently 

silently 

excellently 

indolently 

violently 

vehemently 

permanently 

eminently 

pertinently 

differently 

reverently 

currently 

presently 

competently 

penitently 

potently 

consistently 

fervently 

faintly 

saintly 

quaintly 

jointly 

bluntly 

promptly 

smartly 

partly 

shortly 

Words 

ending  in  dy 

and  ty. 

ready 

muddy 

needy 

speedy 

remedy 

comedy 

tidy 

candy 

dandy 

handy 

sandy 

brandy 

windy 

moody 

hardy 

piety 

ninety 

naughty 

city 

commodity 

calamity 

sublimity 

proximity 

enmity 

Christianity 

humanity 

sanity 

vanity 

dignity 

vicinity 

trinity 

divinity 

solemnity 

maternity 

fraternity 

rarity 

purity 

laundry 

foundry 

sundry 

sentry 

wintry 

country 

pantry 

symmetry 

io8 


THE    NEW    RAPID. 


Words  ending  in  ply 

,  bly  and  by. 

cheaply 

deeply 

reply 

simply 

comply 

supply 

probably 

peaceably 

moveably 

justfiably 

variably 

blamably 

doubly 

reasonably 

treasonably 

seasonably 

miserably 

innumerably 

admirably 

memorably 

indispensably 

profitably 

suitably 

notably 

comfortably 

immovably 

feebly 

invincibly 

forcibly 

legibly 

terribly 

horribly 

visibly 

invisibly 

sensibly 

possibly 

convertibly 

humbly 

nobly 

baby 

hobby 

lobby 

hereby 

thereby 

whereby 

Words  ending 

in  fy. 

rarefy 

specify 

crucify 

edify 

modify 

qualify 

nullify 

amplify 

exemplify 

beautify 

dignify 

signify 

personify 

stupefy 

verify 

glorify 

terrify 

petrify 

purify 

diversify 

ratify 

gratify 

rectify 

sanctify 

notify 

certify 

fortify 

mortify 

testify 

justify 

Words  ending 

in  ing. 

facing 

piercing 

leading 

pleading 

reading 

lading 

trading 

bidding 

wedding 

proceeding 

preceding 

exceeding 

bleeding 

breeding 

riding 

building 

holding 

landing 

standing 

pending 

understanding 

binding 

winding 

sounding 

shilling 

seeing 

willing 

lodging 

hanging 

swinging 

longing 

catching 

watching 

fishing 

pushing 

something 

clothing 

nothing 

plaything 

speaking 

sneaking 

taking 

undertaking 

sterling 

rocking 

stocking 

striking 

thinking 

seeming 

trimming 

plumbing 

becoming 

charming 

gleaning 

meaning 

gardening 

evening 

designing 

entertaining 

lining 

winning 

cunning 

reckoning 

reasoning 

learning 

warning 

concerning 

discerning 

morning 

burning 

lightning 

awning 

going 

keeping 

shipping 

dripping 

tripping 

chopping 

daring 

bearing 

PRINCIPLES. 


109 


Words  ending  in  ing  (CONTINUED.) 

hearing 

glaring 

paring 

sparing 

wandering 

offering 

suffering 

gathering 

entering 

muttering 

covering 

airing 

firing 

during 

coloring 

surprising 

blessing 

dressing 

beating 

fleeting 

meeting 

greeting 

fighting 

waiting 

biting 

whiting 

writing 

handwriting 

slanting 

fainting 

painting 

bunting 

footing 

excepting 

lasting 

assisting 

sitting 

leaving 

shaving 

saving 

forgiving 

living 

thriving 

loving 

moving 

carving 

starving 

drawing 

flowing 

knowing 

saying 

dying 

many  things 

few  things 

anything 

everything 

all  things 

dealing 

plain-dealing 

healing 

peddling 

feeling 

prevailing 

wailing 

ceiling 

scantling 

twinkling 

calling 

compelling 

dwelling 

Words  ending  in 

ingfy. 

glancingly 

piercingly 

exceedingly 

understandingly 

pretendingly 

drudgingly 

grudgingly 

longingly 

laughingly 

diminishingly 

mockingly 

stealingly 

tremblingly 

feelingly 

triflingly 

shufflingly 

savingly 

smilingly 

willingly 

seemingly 

charmingly 

knowingly 

cunningly 

discerningly 

mourningly 

amazingly 

hopingly 

trippingly 

sparingly 

mutteringly 

perseveringly 

despairingly 

admiringly 

pleasingly 

surprisingly 

pressingly 

guessingly 

doubtingly 

invitingly 

insultingly 

tauntingly 

startingly 

lastingly 

everlastingly 

boastingly 

Words  ending  in 

tngton. 

Arlington 

Birmington 

Bloomington 

Cardington 

Wilmington 

Covington 

Worthington 

Farmington 

Harrington 

Huntington 

Kensington 

Lexington 

Millington 

Paddington 

Readington 

Remington 

Southington 

Warrington 

Washington 

Wellington 

110  THE    NEW   RAPID. 


LESSON  14. 


THE  "  SHUN"  ENDINGS. 

One  of  the  most  common  endings  in  the  language  is  what 
is  known  in  phonography  as  shun.  It  may  be  spelled  in 
English  tion,  sion,  cion,  dan,  or  sian,  all  of  which  are  pro- 
nounced as  though  spelled  shun. 

This  ending  is  expressed  by  slightly  straightening  the  sh 
character.  (See  line  i.) 

When  the  shun  ending  follows  a  circle  or  loop  the  line  is 
carried  across  and  thrown  in  a  perpendicular  manner.  (See 
lines  2  and  3.)  The  shun  stroke  can  be  turned  in  either 
direction.  (See  line  3.) 

When  s  and  /  follow  the  shun,  as  in  nations  and  national, 
they  are  turned  on  the  shun  stroke.  (See  lines  4  and  5.) 

When  /  and  d  precede  the  shun,  they  are  expressed  by 
retracing  the  character  preceding  the  shun.  (See  lines  6  and  7.) 

The  ending  shiashun,  as  in  association,  is  expressed  by 
throwing  the  shun  stroke  upwards.  (See  line  8.) 

The  /  is  omitted  in  the  ending  ishent.     (See  line  9.) 

In  the  ending  shul  the  /  takes  the  place  of  the  n  in  shun 
and  hence  the  sh  character  is  diminished  in  accordance  with 
the  diminishing  principle  to  add  the  /.  (See  line  10.) 

The  ending  ish  is  expressed  by  the  sh  character,  which  is 
enlarged  in  accordance  with  the  enlarging  principle  for  isht. 
(See  lines  n  and  12.) 

The  last  four  lines  are  devoted  to  miscellaneous  words 
ending  in  shun. 

It  frequently  occurs  that  the  prefix  com  and  con  in  long 
words  can  be  omitted  without  impairing  the  legibility.  (See 
line  1 6.) 


shtins 


6    t-shun_ 


8  shiashtni- 

9  ishent 

10  shtil 


11 


12  is/it 


PRINCIPLES. 

THE  "SHUN"  ENDINGS. 


in 


1 


-1 


^T 


X 


-^ 


112  THE    NEW    RAPID. 


REVIEW  QUESTIONS. 
ON  THE  shun  ENDINGS. 

How  is  the  termination  shun  expressed  ? 

How  is  it  written  after  circles  and  loops  ? 

Can  the  shun  stroke  curve  in  either  direction  ?  Ans. — 
Yes  ;  since  this  is  the  only  perpendicular  curve  in  the  system, 
it  can  be  turned  in  either  direction. 

How  are  the  endings  tation  and  dation  expressed  ?  Does 
this  retracing  bear  any  relation  to  previously  established 
principles  ? 

How  is  the  ending  shiashun  expressed  ? 

How  is  the  ending  ishent  written  ? 

What  is  the  difference  between  the  writing  of  shunl  and 
shul  ? 

When  can  the  initial  syllable  con  and  com  be  omitted  ? 

How  is  the  ending  shiate,  as  in  initiate,  appreciate,  etc., 
expressed  ?  Ans. — By  turning  the  sh  character  on  the  upper 
side. 

How  express  shiashun  ?  Ans. — By  throwing  the  shun 
stroke  upwards. 

NOTE. — The  letters  that  are  printed  in  small  type  in  the  list  of  words  that 
follow  can  be  omitted. 


PRINCIPLES. 


m- nation  endings. 


declamation 

abomination 

donation 

nation 

explanation 

elimination 

indignation 

nomination 

inclination 

culmination 

designation 

denomination 

condemnation 

proclamation 

resignation 

incarnation 

dissemination 

exclamation 

combination 

reformation 

cremation 

termination 

fascination 

determination 

intimation 

hallucination 

extermination 

estimation 

ordination 

i'lumination 

damnation 

subordination 

inflammation 

assassination 

information 

procrastination 

consummation 

ruination 

destination 

formation 

co-ordination 

predestination 

confirmation 

ration 

endings. 

declaration 

degeneration 

generation 

inspiration 

regeneration 

expiration 

administration 

concentration 

veneration 

oration 

demonstration 

preparation 

corroboration 

prostration 

separation 

exoneration 

decoration 

i'  lustration 

celebration 

remuneration 

admiration 

duration 

vibration 

perpetration 

toleration 

respiration 

desecration 

enumeration 

invigoration 

conglomeration 

consecration 

desperation 

emigration 

immigration 

deliberation 

penetration 

deterioration 

exploration 

mensuration 

conflagration 

exaggeration 

commemoration 

migration 

evaporation 

corporation 

confederation 

narration 

incorporation 

consideration 

adulteration 

restoration 

moderation 

lation 

endings. 

consolation 

contemplation 

granulation 

stimulation 

legislation 

desolation 

relation 

isolation 

stipulation 

revelation 

tribulation 

population 

simulation 

ejaculation 

depopulation 

annihilation 

congratulation 

assimilation 

speculation 

ventilation 

distillation 

recapitulation 

mutilation 

articulation 

postulation 

violation 

emulation 

cancellation 

constellation 

circulation 

regulation 

adulation 

THE    NEW    RAPID. 


shul  endings. 


facial 

glacial                      special 

especial 

judicial 

prejudicial                beneficial 

official 

artificial 

superficial                 martial 

social 

commercial 

partial                       potential 

consequential 

equinoctial 

initial                         substantial 

influential 

credential 

providential              prudential 

differential 

reverential 

essential                     penitential 

shunl  endings. 

conventional 

national                     constitutional 

professional 

progressional 

congregational          national 

rational 

irrational 

fractional                  traditional 

additional 

conditional 

devotional                 intentional 

proportional 

tation  endings. 

devastation 

plantation                 salutation 

expectation 

lamentation 

consultation              dictation 

manifestation 

permutation 

vegetation                 gravitation 

exportation 

interpretation 

fermentation             reputation 

habitation 

amputation 

presentation             computation 

invitation 

representation 

recitation                   ostentation 

notation 

meditation 

rotation                     premeditation 

agitation 

imitation 

adaptation                 station 

limitation 

temptation 

precipitation             flirtation 

palpitation 

dation  endings. 

gradation 

degradation              depredation 

elucidation 

consolidation 

commendation         foundation 

inundation 

gation  endings. 

propagation 

corrugation               delegation 

allegation 

interrogation 

subjugation               aggregation 

congregation 

conjugation 

fumigation                promulgation 

litigation 

mitigation 

investigation             instigation 

navigation 

prolongation 

elongation 

PRINCIPLES. 


cation  endings. 

multiplication 

implication 

complication 

confiscation 

supplication 

explication 

education 

convocation 

avocation 

provocation 

prevarication 

fabrication 

mastication 

intoxication 

defalcation 

inculcation 

suffocation 

location 

dislocation 

vocation 

invocation 

Miscellaneous 

tion  endings. 

secretion 

discretion 

superstition 

intention 

contention 

attention 

prevention 

invention 

convention 

motion 

emotion 

promotion 

notion 

devotion 

reception 

perception 

subscription    • 

description 

inscription 

proscription 

superscription 

redemption 

exemption 

presumption 

consumption 

assumption 

interruption 

corruption 

assertion 

exertion 

portion 

proportion 

contortion 

extortion 

precaution 

retribution 

contribution 

distribution 

prosecution 

persecution 

execution 

pollution 

solution 

resolution 

evolution 

revolution 

involution 

diminution 

substitution 

institution 

constitution 

fruition 

derivation 

privation 

cultivation 

salvation 

ovation 

renovation 

innovation 

reservation 

preservation 

conversation 

anticipation 

participation 

dissipation 

pulsation 

condensation 

compensation 

dispensation 

sensation 

cessation 

causation 

prohibition 

exhibition 

ambition 

tradition 

addition 

edition 

expedition 

condition 

perdition 

volition 

definition 

admonition 

nutrition 

inquisition 

transition 

position 

deposition 

preposition 

imposition 

composition: 

proposition 

supposition 

disposition 

exposition 

petition 

tuition 

competition 

partition 

shiashun 

endings. 

enunciation 

denunciation 

pronunciation 

association 

emaciation 

substantiation 

negotiation 

appreciation 

Il6  THE    NEW    RAPID. 


LESSON    15. 


PREFIXES. 

For  the  purpose  of  avoiding  some  very  cumbrous  outlines, 
and  preserving  syllabication,  which  promotes  legibility,  a  few 
signs  are  employed  to  represent  the  most  difficult  and 
frequently  occurring  prefixes. 

Prefixes,  however,  are  by  no  means  a  necessity.  It  is 
possible  in  this  system  to  write  the  English  language  in  full 
without  the  use  of  either  prefixes  or  suffixes.  Those  which 
follow  are  of  the  most  practical  nature  and  conform  to  a 
certain  law,  and  hence  will  be  found  very  serviceable. 

To  the  right  is  a  full  list  of  the  prefixes,  which  are  ex- 
pressed by  writing  the  sign,  /.  e.,  the  first  letter,  through  or 
near  the  remaining  part  of  the  word. 

The  prefixes  com,  con,  re  and  self  are  written  without 
lifting  the  pen.  (See  lines  n,  12  and  13.) 

The  prefixes  are  all  written  without  reference  to  position, 
which  allows  the  latter  part  of  a  word  to  be  written  on  position 
for  its  vowel. 

A  light  dot  is  used  for  the  syllables  oc  and  ac.  (See  line 
15.)  A  heavy  dot  or  comma  is  employed  in  the  same  manner 
for  the  syllables  ab  and  ob.  The  dot  can  be  changed  to  a 
minute  /  for  mac,  as  in  line  16.  It  can  be  changed  to  an  r 
for  reac  or  reoc,  as  in  reoccurred,  and  to  a  /  for  preoc,  as  in 
preocciipy. 


i  accom-n. 


idiscom-n- 


3  tncom-n. 


4  misconi-H- 


5  noncom-n- 


e  precom-n- 


s  self-con^ 


PRINCIPLES. 

PREFIXES. 


ILLUSTRATIONS. 


J' 


~&- 


x    C 


V> 


117 


-7 


14  trans. 


15  ac-oc 


Il8  THE    NEW    RAPID. 


REVIEW  QUESTIONS 
ON  THE  PREFIX  PRINCIPLE. 

What  stroke  is  taken  as  the  sign  of  a  prefix  ?  On  what 
position  is  it  written? 

What  prefixes  are  written  in  connection  with  the  latter 
part  of  a  word  without  lifting  the  pen  ? 

What  is  the  difference  between  the  writing  of  re  and 
recom  ? 

How  are  the  initial  syllables  ac  and  oc  expressed  ? 

How  are  the  initial  syllables  ab  and  ob  written  ? 

What  is  the  difference  between  the  writing  of  inac  and 
incom  ? 

Which  is  it  best  to  write  first,  the  prefix  or  the  latter  part 
of  the  word  ?  Why  ? 

Is  the  prefix  written  through  or  detached  from  the  latter 
part  of  the  word?  Ans. — It  should  be  written  through  as  a 
rule,  but  when  more  convenient  can  be  entirely  separated  from 
the  remaining  part  of  the  outline. 


PRINCIPLES. 


PREFIXES  EXPRESSED  BY  THE  DOT  AND  COMMA. 


Words  beginning  with  ac  and  oc. 

ac-cede 
ac-cess 

ac-cent                     ac-cept 
ac-cession                ac-cord 

ac-ceptance 
ac-cordant 

ac-count 

ac-countant              ac-crue 

ac  -cumulate 

ac-cumulation 

ac-curse                    ac-cuse 

ac-  custom 

ac-knowledgment 
ac-quittal 

ac-quaint                  ac-quire 
oc-ulist                     oc-casion 

ac-quisition 
oc-casional 

oc-cupation 

oc-cur                       oc-currence 

oc-tave 

Words  beginning  with  ob  and  ab. 

ob-duracy 
ob-scene 

ob-ject                      ob-livion 
ob-scure                   ob-serve 

ob-long 
ob-stinate 

ob-tuse 
ab-breviate 

ob-viate                    ob-vious 
ab-lative                   ab-normal 

ob-viously 
ab-olition 

ab-surd 

ab-scess                    ab-scond 

ab-sence 

ab-sent 

ab-solute                  ab-sorb 

ab-stain 

Words  beginning  with  ap  and  op. 

ap-parent 
ap-pear 
ap-plause 
ap-prise 

ap-parently     ,         ap-pall 
ap-pend                    ap-pendage 
ap-praise                  ap-preciate 
ap-prize                    ap-proach 

ap-peal 
ap  plaud 
ap-prehend 
ap-proval 

ope  ration 
op-pression 

op-ponent                op-pose 
op-tion                     op-ulent 

op-position 

Words  beginning  with  inac,  inoc,  iniq,  etc. 
inacc-urate  inac-cessible  inoc-ulate  iniquity 

inauguration  inac-tion  inac-tive 


120  THE    NEW    RAPID. 


LESSON  16. 


SUFFIXES. 

There  are  certain  endings  which,  owing  to  the  frequency 
of  occurrence,  it  is  very  desirable  to  contract  by  a  method  of 
syllable  abbreviation. 

To  the  right  is  a  full  list  of  the  suffixes  which  are  expressed 
by  writing  their  initial  letter  in  a  detached  manner  across  or 
near  the  preceding  character. 

The  endings  ment  and  self  are  joined  to  the  initial  part 
of  the  word  without  lifting  the  pen.  (See  lines  5  and  16.) 

The  suffix  graphically  is  expressed  by  the  diminished  g. 
(See  end  of  line  3.) 

Ologicaliy  is  expressed  by  adding  the  cl  hook  to  the  /. 
(See  last  part  of  line  7.) 

Q  is  used  for  both  quish  ?a\tfguish.  It  is  lengthened  for 
guishment.  (See  line  8.) 

The  termination  self  does  not  conflict  with  the  ss,  since 
the  circle  for  self  is  diminished  to  add  /  and  is  consequently 
very  small. 

The  sign  for  nation,  in  line  15,  can  also  be  used  for  uated 
and  nating. 


PRINCIPLES. 

SUFFIXES. 


121 


ENDINGS.                                        SIGN. 

i  age                 a           /"" 

ILLUSTRATIONS. 

i   ary                  ar           f 

^       ^                  ^                                     ^              / 

s  graph-v  pr          (/ 

-_^        ^^              / 

Q  i,       ~^t;        <=>^          &       Q  —  u      /,.. 

4  hood               h            f^ 

^        /        /.    ^r 

ft  ment            tun        ~ 

ixf          *-^**                     f-      //* 

K   nrr<rnfijjv            /)                 \ 

Z-SZ       ^                                            (j- 

o      f    s 

7  oloev            7          ^ 

^  V  /  ^  r/-^ 

8  guish             <J          -^ 

—  ^  ^  l^-T"  >  u 

? 
9    JzV<?                  .c           v  —  x 

^  —  ^  v^-         ^ 

.'0    fhip                $h               C 

__      ,      cT 

i'    five             t             / 

"^_^    r^"  ~^ 

\y.  tiTfnftt       im         9 

^L         ^                          ^         ^T 

1.1   /^J-jf/  tary      tr             / 

/    ,    /^    1,  ^  v^ 

1*    ^/^<?-  /</           / 

'  ,%*  _7%  r> 

is    nation         ft           ^ 

^r  ^ 

16   j/'//'             j/        ---o 

x-          V.     ^X         \"^    ^ 

THE    NEW    RAPID. 


REVIEW  QUESTIONS 
ON  THE  SUFFIXES. 

How  is  the  suffix  age  expressed?  What  is  the  difference 
between  the  age  and  ary  signs? 

What  affix  does  the  g  sign  express  ? 

How  write  the  suffix  graphically  ? 

Are  the  signs  written  across  or  near  the  preceding  part  of 
a  word?  Ans. — Whichever  is  most  convenient. 

How  is  the  ending  ment  expressed  ? 

Is  it  written  any  different  from  other  signs  ? 

How  write  ology  ?     How  write  ologically  ? 

In  what  manner  is  guishment  expressed  ? 

What  is  the  difference  between  the  signs  for  tive  and  tory  ? 

How  is  tiveness  expressed  ?     How  tively  ? 

How  is  the  ending  siveness  expressed?  Ans. — By 
lengthening  the  s  stroke  and  adding  the  circle  s. 

For  what  two  endings  does  the  tr  stand  ? 

What  is  the  difference  in  outline  between  the  ending  self 
and  ses  ? 

NOTE. — In  the  following  list  of  words  pen-liftings  are  indicated  by  the  hyphen, 
/'.  e.,  that  part  of  a  word  which  is  expressed  by  a  detached  stroke  is  separated  from 
the  rest  of  the  word  by  a  hyphen. 


PRINCIPLES.  123 

WORDS  FOR  PRACTICE  ON  THE  SUFFIXES. 


Words  ending  in  age. 

ad  -age 

band-age                  append-age 

bond-age 

marri-age 

leak-  age                   mucil-age 

vill-age 

dam-age 

im-age                      rum-age 

horn  -age 

man  -age 

tonn-age                   patron-age 

person-age 

aver-  age 

bever  age                 cour-age 

vis-age 

mess-age 

us-age                      herit-age 

advant-age 

•disadvant-age 

vint-age                   dot-age 

postage 

•cott-age 

rav-age                     sav-age 

voy-age 

salv-age 

stor-age                    wreck-age 

stopp-age 

foli-age 

carri-age                   bagg-age 

Words  ending  in  ary. 

legend-ary 

second-ary                pecuni-ary 

capill-ary 

•coroll-ary 

epistol-ary                 exempl-ary 

vocabul-ary 

capsul-ary 

prim-ary                   summ-ary 

custom  -ary 

can-ary 

mercen-ary               milin-ery 

ordin-ary 

disciplin-ary 

imagin-ary                °rigin-ary 

semin-ary 

prelimin-ary 

lumin-ary                  sanguin-ary 

legion  -ary 

vision  -ary 

mission-ary              station-ary 

diction-ary 

•discretion  ary 

tradition-ary             lun-ary 

eleemosyn-ary 

liter-ary 

honor-ary                 tempor-ary 

extempor-ary 

•contr  ary 

Janu-ary                    antiq-ary 

Febru-ary 

statu-ary 

sanctu-ary                voluptu-ary 

Words  ending  in  graph  and  graphical. 

steno-graph  dia-graph  para-graph  panto-graph 

litho-graph  photo-graph  auto-graph  poly-graph 

geo-graphical  litho-graphical         ortho-graphical  phono-graphical 

photo-graphical          steno-graphical        geo-graphically  litho-graphically 

Words  ending  in  hood. 

•child-hood  false-hood  likeli-hood  liveli-hood 

man-hood  brother-hood  sister-hood  neighbor-hood 

knight-hood  priest-hood  boy-hood 


124 


THE    NEW    RAPID. 


Words  ending  in  ment,  the  ending  being  expressed 

by  a  minute  m. 
alignment 
imprisonment 
engrossment 
contentment 
deportment 
sacrament 
amendment 
advancement 
renouncement 
inducement 
attachment 
establish-ment 
lavishment 
sediment 
experiment 
engagement 
arrangement 
entanglement 
refinement 
acquirement 
casement 


comment 

entertainment 

torment 

resentment 

department 

lineament 

commandment 

enticement 

denouncement 

deducement 

detachment 

refreshment 

nourishment 

impediment 

liniment 

disagreement 

lodgement 

ennoblement 

supplement 

retirement 

measurement 

advisement 

excitement 

fragment 


endorsement 

abatement 

abridgment 


consignment 

concernment 

treatment 

discontentment 

predicament 

temperament 

defacement 

commencement 

enforcement 

agreement 

enrichment 

astonishment 

ravishment 

rudiment 

merriment 

disengagement 

infringement 

implement 

confinement 

disfigurement 

disfranchisement 

disbursements 

enslavement 

pigment 


assignment 

government 

enchantment 

apartment 

parliament 

testament 

embracement 

convincement 

divorcement 

impeachment 

parchment 

punishment 

languishment 

regiment 

sentiment 

encouragement 

enlargement 

complement 

elopement 

allurement 

advertisement 

amusement 

amazement 

augment 


Words  ending  in  ment,  in  which  the  ment  can  be  expressed  by 
lengthening  the  preceding  stroke. 


attainment 
encampment 
settlement 
improvement 

adjournment 
congealment 
atonement 
approvement 

shipment 
instalment 
chastisement 
ornament 

equipment 
battlement 
achievement 

Words  ending  in  ography. 

lexic  ography  ge-ography  phot-ography  lith-ography 

orth-ography  bi-ography  sten-ography  crypt-ography 

zc-ography  top-ography  typ-ography  chir-ography 


PRINCIPLES. 


Words  ending  in  ology. 

ge-ology  the-ology  phrase-ology  physi-ology 

path-ology  myth-ology  psych-ology  etym-ology 

phren-ology  chron-ology  ap-ology  meter-ology 

astr-ology  taut-ology  dox-ology 

Words  ending  in  logical  and  logically. 


ge-ological 
path-ological 
meter-ological 
physi-ologically 
chron-ologically 

the-ological 
psych-ological 
taut-ological 
path-ologically 
meter-ologically 

phrase-ological 
phren-ological 
ge-ologically 
psych-ologically 

physi-ological 
chron-ological 
the-ologically 
phren-ologically 

Words  ending  in  guish. 


an-guish 
ro-guish 
distin-guishment 


lan-guish 
van-quish 
extin-guishment 


distin  guish 

relin-quish 

van-quishment 


extin-guish 

lan-guishment 

relin-quishment 


Words  ending  in  ship. 


friend-ship 
apprentice-ship 
workman-ship 
copartner-ship 

hard-ship 
clerk-ship 
town-ship 
chancellor-ship 

steward-ship 
guardian-ship 
scholar-ship 
wor-ship 

lord-ship 
horseman-ship 
partner  ship 
court-ship 

Words  ending  in  sive. 


eva-sive 

inclu-sive 

adhe-sive 

cohe-sive 

repul-sive 

impul-sive 

compul-sive 

convul-sive 

expan-sive 

defen-sive 

offen-sive 

conclu-sive 

reprehen-sive 

comprehen-sive 

incomprehen-sive 

apprehen-sive 

pen-sive 

expen-sive 

exten-sive 

respon-sive 

explo-sive 

corro-sive 

conver-sive 

mas-sive 

pas-sive 

exces-sive 

progres-sive 

repres-sive 

oppres-sive 

mis-sive 

submis-sive 

permis-sive 

transmis-sive 

abu-sive 

effu-sive 

infu-sive 

126 


THE    NEW    RAPID. 


Words  ending  in  siveness. 

conclu-siveness      cohe-siveness  deci-siveness          compul-siveness 

offen-siveness         comprehen-siveness    apprehen-siveness  pensiveness 
expen-siveness       corro-siveness  mas-siveness          pas-siveness 


progres-siveness    expres- siveness 


submis-siveness     diffu-siveness 


Words  ending  in  five. 


conserva-tive 

communica-tive           voca-tive 

da  tive 

crea-tive 

nega-tive 

deroga-tive 

ac-tive 

interroga-tive 

talka-tive 

rela-tive 

irrela-tive 

correla-tive 

superla-tive 

legisla-tive 

speculative 

copula-tive 

affirma-tive 

forma-tive 

na-tive 

discrimina  tive 

nominative 

denomina  tive 

alterna-tive 

declara-tive 

prepara-tive 

compara-tive 

lucra-tive 

delibera-tive 

remunera-tive 

impera  tive 

opera-tive 

coopera-tive 

restora-tive 

narra-tive 

penetra-tive 

administra-tive 

demonstra-tive 

illustrative 

figura-tive 

representa-tive 

atten-tive 

deriva-tive 

preserva-tive 

Words  ending  in  tiveness. 

talka-tiveness 

rela-tiveness 

penetra  tiveness 

vegeta-tiveness 

ac-tiveness 

primi-tiveness 

defini-tiveness 

inquisi-tiveness 

posi-tiveness 

reten-tiveness 

atten-tiveness 

diminu-tiveness 

Words 

ending  in  tory. 

dedica-tory 

vindica-tory 

judica-tory 

obligatory 

deroga-tory 

interroga-tory 

purgatory 

expurga-tory 

concilia-tory 

consola  tory 

specula-tory 

congratula-tory 

expostula-tory 

declama-tory 

exclama-tory 

inflamma-tory 

explana  tory 

prepara-tory 

ora-tory 

labora-tory 

accusa  tory 

observa-tory 

reserva-tory 

conserva-tory 

fac-tory 

contradic-tory 

valedic-tory 

victory 

introduc-tory 

prohibi-tory 

audi-tory 

donni-tory 

terri-tory 

transi-tory 

depository 

reposi-tory 

PRINCIPLES. 


127 


Words  ending  in  tary. 

secre-tary 

heredi  tary                   mili-tary 

soli-tary 

parliamen-tary 

testamen-tary               elemen-tary 

supplemen-tary 

fragmen-tary 

alimen-tary                  commen-tary 

momen-tary 

volun-tary 

involun-tary                  no-tary 

ro-tary 

vo-tary 

tribu-tary                      salu-tary 

Words  ending  in  tude. 

quie-tude 

apti-tude                       solici-tude 

longi  tude 

simili-tude 

soli-tude                       plenti-tude 

magni-tude 

infini-tude 

prompti-tude                vicissi-tude 

lati-tude 

grati-tude 

recti-tude                      alti-tude 

multitude 

Words  ending  in  nation. 

evac-uation 

grad-uation                   exten-uation     ' 

sin-uation 

insin-uation 

contin-uation                discontin-uation 

atten-uation 

infat-uation 

punct-uation                fluct-uation 

perpet-uation 

sit-uation 

tumult-uation              accent-uation 

val-uation 

MISCELLANEOUS  ENDINGS  WRITTEN  OUT 

IN  FULL. 

Words  ending  in  tent. 

permanent 

eminent                        prominent 

pertinent 

repent 

parent                           different 

reverent 

absent 

present                         represent 

patent 

penitent 

intent                            content 

discontent 

potent 

consistent                     advent 

prevent 

convent 

frequent 

Words  ending  in  jent. 

regent 

diligent                          stringent 

contingent 

divergent 

urgent                           intelligent 

Words  ending  in  lessness. 

heedlessness 

endlessness                  boundlessness 

regardlessness 

carelessness 

worthlessness              thanklessness 

harmlessness 

sinlessness 

fearlessness                  thoughtlessness 

128  THE    NEW    RAPID. 


LESSON  17. 


TERMINATION  PRINCIPLE. 

There  is  a  certain  class  of  terminations  in  which  kt  is 
followed  by  ed,  ing,  shun  and  five,  as  in  the  words  connected, 
connecting,  connection  and  connective. 

These  endings  are  expressed  by  detaching  the  consonant 
preceding  the  kt,  it  being  «  in  the  case  of  the  word  connection. 
The  different  endings  are  distinguished  from  one  another  by 
the  relative  position  of  the  detached  character.  When  the 
word  ends  in  ed  the  detached  character  is  written  above  the 
preceding  part  of  the  word  ;  for  ing  it  is  written  at  the  end  of 
the  preceding  part,  in  what  is  called  the  ing  place;  for  shun  it 
is  written  beneath  the  shunts  place;  for  tive  it  is  written 
through  in  five's  place.  (See  line  9.) 

The  first  eight  lines  end  in  shun,  and  therefore  the 
detached  characters  are  written  beneath  the  first  part  of  the 
words. 

These  detached  characters  may  take  an  added  s  or  any 
other  letter,  as  in  line  13. 

This  principle  of  detached  characters  can  be  used  for 
entire  words  like  fiction,  action,  section,  diction,  suction,  etc., 
by  writing  the  first  letter  near  the  preceding  word. 


PRINCIPLES. 

TERMINATION  PRINCIPLE 


129 


connection         protection  contraction       construction         objection 


Ji, 


O  O  ^o 


~r~     —T 


connected  connecting  connection  connective 


n VJL 


^ —       — =7 


5±^_    s. 


130 


THE    NEW    RAPID. 


THE  "SHUN"  SERIES  OF  ENDINGS. 

WHICH   ARE    EXPRESSED    BY   A    DETACHED    CHARACTER. 


male-faction 

ob-jected 

re-flective 

bene-diction 

bene-faction 

ob-jecting 

in-flection 

juris-diction 

putre-faction 

ob-jection 

neg-lection 

af-flicted 

lique-faction 

ob-jective 

predi-lection 

af-flicting 

petre-faction 

ob-jectionable 

col-lected 

af-fliction 

re-fraction 

sub-jected 

col-lecting 

in-flicted 

sub-traction 

sub-jecting 

col-lection 

in-flicting 

sub-tracting 

sub-jection 

col-lective 

re-striction 

de-traction 

sub-jective 

recol-lected 

re-stricting 

re-traction 

de-jection 

recol-lecting 

con-viction 

con-tracted 

re-jection 

recol-lection 

con-victing 

con-tracting 

re-jecting 

in-spection 

con-victed 

con-traction 

re-jection 

e-rection 

con-junction 

pro-tracted 

re-jective 

di-rection 

con-junctive 

pro-tracting 

in-jection 

di-recting 

in-junction 

pro-traction 

pro-jected 

cor-rection 

de-duction 

pro-tractive 

pro-jecting 

cor-recting 

re-duction 

dis-traction 

pro-jection 

resur-rection 

in-duction 

at-tracted 

pro-jective 

de-tected 

pro-duction 

at-tracting 

inter-jection 

de-tecting 

pro-ductive 

at-traction 

intro-duction 

de-tection 

de-struction 

at-tractive 

e-lection 

prn-tected 

de-structive 

af-fected 

e-lective 

pro-tecting 

in-struction 

af-fecting 

se-lection 

pro-tection 

in-structive 

af-fection 

se-lected 

pro-tective 

con-structed 

af-fective 

se-lective 

con-tradicted 

con-structing 

per-fected 

re-fleeted 

con-tradicting 

con-struction 

per-fecting 

re-fleeting 

contra-diction 

con-structive 

per-fection 

re-flection 

vale-diction 

mis-construction 

PRINCIPLES. 


Words  ending  in  shun  followed  by  s. 


ob-j  actions 
pro-jections 
se-lections 
re-flections 

col-lections 
recol-lections 
cor-rections 
pro-tections 

re-strictions 
con-victions 
con-junctions 
re-ductions 

pro-ductions 
repro-ductions 
ob-structions 
in-structions 

Words  ending   in  fication,   the   ending   being   expressed  by 
the  detached  f. 


paci-fication 

rami-fication 

versi-fication 

forti-fication 

speci-fication 

signi-fication 

diversification 

morti-fication 

edi-fication 

personi-fication 

rati-fication 

justi-fication 

modi-fication 

veri-fication 

grati-fication 

quali-fication 

glori-fication 

sancti-fication 

ampli-fication 

puri-fication 

noti-fication 

Words  ending  in  plication. 
ap-plication  complication  sup-plication    •      multi-plication 


132  THE    NEW    RAPID. 


LESSON  18. 


POSITIVE  AND  NEGATIVE  WORDS. 

Positive  words  are  changed  to  the  negative  by  striking  a 
minute  trck  through  the  first  part  of  the  outline  at  right  angles 
to  the  character  it  crosses.  (See  lines  i  to  6.) 

When  the  prefix,  which  gives  to  the  words  the  negative 
meaning,  can  be  joined  to  the  positive  word  without  destroying 
the  outline,  it  is  done.  (See  lines  7  and  8.) 

The  object  of  using  this  principle  is  to  preserve  analogy, 
«".<?.,  to  express  the  negative  word  without  changing  the  out- 
line of  the  positive  in  the  least. 


PRINCIPLE   OF  APHERESIS. 


There  are  certain  words  in  which  the  dropping  of  the 
initial  syllable  does  not  impair  the  legibility,  while  it  adds 
much  to  speed  and  ease  in  writing. 

To  the  right  is  given  a  list  of  words  to  which  this 
principle  is  applied. 

The  omission  of  the  initial  syllable  of  any  word  is  shown 
by  writing  the  remaining  part  of  the  word  closer  to  the 
preceding  one. 

The  principle  of  apheresis  can  be  applied  to  any  word  in 
which  the  legibility  will  not  be  affected  by  the  omission. 

This  principle  of  showing  the  omission  of  an  initial 
syllable  renders  the  writing  in  this  system  very  legible  as 
compared  with  that  of  other  systems. 


PRINCIPLES. 


'33 


POSITIVE  AND  NEGATIVE  WORDS. 


~t 


Apheresis. 


f-  -t- 


134  THE    NEW    RAPID. 


LESSON   19. 


APPROVED  OUTLINES 
OF  SPECIAL  WORDS. 

When  s  is  followed  by  k,  f  or  v,  it  is  best  to  employ  the 
s  circle.  (See  lines  i  and  2.) 

When  s  is  followed  by  In,  as  in  solemn  and  silence,  the 
circle  s  should  be  employed,  as  in  line  3. 

When  the  syllable  re  is  followed  by  /,  the  hook  form  is 
employed.  (See  line  4.) 

In  such  words  as  prayer  and  prior  the  r  is  struck  back- 
wards, as  in  line  5.  It  can  be  written  in  this  manner  in  any 
outline  that  the  writer  chooses.  This  does  not  conflict  with 
the  retracing  for  th,  since  the  retracing  is  always  on  the  under 
side. 

Line  6  illustrates  when  the  surface  /should  be  employed. 
Line  8  illustrates  outlines  in  which  it  is  advantageous  to  strike 
the  q  and  y  upwards.  The  writing  of  words  beginning  with 
all  are  illustrated  in  line  8.  Line  9  illustrates  outlines  in 
which  it  is  advantageous  to  employ  characters  representing 
cognate  sounds. 

The  ending  form,  as  in  inform,  is  expressed  by  the  minute 

y  without  the  shade.     (See  line  10.)     The  words  anyday  and 

everyday  are  distinguished  from  anyone  and  everyone  by  being 

written  on  a  position.     (See  line  10.)     The  surface  /  is  written 

in  a  detached  manner  for  the  word  else. 


PRINCIPLES. 


'35 


APPROVED  OUTLINES. 


I       Q ' 


Z) 


136  THE    NEW    RAPID. 


MISCELLANEOUS  SENTENCES  FOR  PRACTICE. 


1.  How  little  we  think  of  the  happiness  of  others  in 
this  world. 

2.  Live   as  though  you  were  to  die  to-morrow ;  learn 
as  though  you  were  to  live  forever. 

3.  Think  twice  before  you  speak  and  you  will  have  less 
to  regret  every  day  of  your  life. 

4.  What  is  worth  doing  at  all,  is  worth  doing  well. 

5.  To  succeed  in  life  you  must  understand,  and  mind 
your  own  business. 

6.  Seek  not  after  those  things  of  this  world,  which  are 
here  to-day  and  gone  to-morrow. 

7.  He  that  blows  in  the  dust  will  fill  his  own  eyes. 

8.  Little  boats  must  keep  near  shore. 

9.  He  that  would  have  the  fruit  must  climb  the  tree. 

10.  He  that  ruleth  his  own  spirit  is  greater  than  he  that 
taketh  a  city. 

11.  When  a  man  ceases  to  go  up,  he  begins  to  go  down. 


PRINCIPLES.  137 


REVIEW  QUESTIONS. 


What  is  meant  by  the  termination  principle  ?  In  writing 
the  endings  under  this  principle,  what  character  is  always 
detached  ?  When  can  this  principle  be  used  for  whole  words  ? 

How  are  the  positive  words  changed  to  negative?  What 
is  meant  by  the  principle  of  apheresis  ?  How  is  the  omission 
of  an  initial  syllable  expressed  ? 

When  re  is  followed  by/,  which  form  should  be  used  for 
the/,  the  stroke  or  the  hook  ?  How  is  the  final  r  expressed 
in  such  words  as  prayer  and  prior?  How  can  the  word  that 
be  expressed  by  retracing? 

How  is  the  ending  form,  as  in  inform,  expressed  ? 

How  express  the  word  else,  as  in  the  phrase  any-thing-else  ? 

How  is  the  word  all,  as  in  also,  almost,  always  expressed  ? 

Can  the^  and  q  be  written  upwards?  If  so,  when  is  it 
advantageous  to  write  them  in  this  manner  ? 


138  THE    NEW    RAPID. 


LESSON  20. 


REPORTING  FORMS. 

To  the  right  is  given  a  list  of  outlines  that  represent 
words  of  very  frequent  occurrence  and  which,  in  reporting,  it 
is  desirable  to  express  briefly.  The  first  sign  on  each  line  is 
the  primitive  form  of  the  word,  which  is  followed  by  the 
derivatives. 

These  words  should  be  thoroughly  committed  and  prac- 
ticed until  every  form  can  be  written  and  read  easily  and 
rapidly. 

The  stroke  s  is  written  on  three  different  positions  ;  above 
the  line  for  satisfy,  on  the  line  for  circumstance  and  below  the 
line  for  success.  (See  lines  i,  2  and  3.) 

The  figure  one  is  used  for  the  word  one.  (See  line  6.) 
When  standing  alone,  it  is  always  written  resting  on  the  base 
line  and  hence  cannot  be  mistaken  for  a  word  beginning  with  d. 

The  shaded  p  is  written  above  the  line  for  practical  and 
below  the  line  for  appropriate.  (See  lines  8  and  9.) 

Two  ch  strokes  united,  which  result  in  a  /,  is  written 
above  the  line  for  the  word  change,  as  in  line  12.  It  is 
uniformly  shaded  for  the  word  charge,  as  in  line  13. 

The  double  ch  shaded,  or  in  other  words  the/ shaded,  is 
written  below  the  line  for  the  word  church.  (See  line  15.) 

These  words  are  all  written  so  as  to  touch  the  base  line. 


PRINCIPLES. 


REPORTING  FORMS. 


I   satisfy- 


circunistance- 


6    necessity- 


c/ 


7    opportunity- 


•8    practical-ly_ 


qtiestion- 


11    cJiaracter.. 


\3  char  ve- 


J        1        f 


il  judge 


rhurrh 


T~          ~T 


140  THE    NEW    RAPID. 

LESSON  21 


PHRASEOGRAPHY. 

Phrasing,  as  used  in  phonography,  means  writing  outlines 
in  a  connected  manner  without  lifting  the  pen.  Although  the 
absence  of  pen-liftings  is  conducive  to  speed,  yet  for  the  sake 
of  legibility,  great  discretion  must  be  used  as  to  what  outlines 
shall  and  shall  not  be  phrased. 

Phrasing,  as  treated  in  the  past,  has  simply  added  to  the 
mind  the  labor  which  it  removed  from  the  hand.  In  this 
system,  only  those  words  which  are  easily  and  naturally  con- 
nected, and  which  in  speaking  tend  to  blend  together,  are 
phrased. 

The  circle  s  is  turned  on  certain  words  initially  and  finally 
for  the  word  as.  (See  lines  i  and  2.)  The  /  loop  is  used  in 
the  same  manner  for  the  word  will,  as  in  lines  3  and  4. 

The  word  are  can  be  connected  with  other  words,  as  in 
line  5. 

Line  7  illustrates  phrases  ending  in  the  word  be. 

The  sign  for  have  is  lengthened  for  have  been.  (See 
line  9.)  It  is  written  on  a  position  for  has  been,  as  in  line  10. 

The  stroke  for  had  is  lengthened  for  had  been,  which  is 
written  either  upwards  or  downwards.  (See  line  n.) 

Line  12  illustrates  common  phrases  ending  in  the  word  not. 

The  word  the  is  added  to  words  by  retracing,  as  in  line 
13.  Line  14  illustrates  words  that  are  retraced  on  the  upper 
side  to  add  the  word  that. 

The  words  to  and  /'/  are  added  to  the  word  is  by  enlarging 
the  circle,  as  in  line  15. 

The  word  to  is  omitted  after  the  word  ought  in  such 
phrases  as  ought  to  besought  to  have,  etc.  (See  line  16.) 


PRINCIPLES. 


PHRASEOGRAPHY. 

First  Method. 


141 


-J> 


7 


,  9 


142  THE    NEW    RAPID. 


PHRASEOGRAPHY,    Continued. 


The  phrases  have  been,  has  been  and  had  been  are  changed 
to  the  negative  meaning  by  striking  the  negative  sign  through 
the  centre  at  right  angles,  as  in  line  i. 

The  circle  for  as  and  is  is  lengthened  horizontally  for  the 
phrase  is  as  and  as  is.  (See  end  of  line  2.) 

The  signs  for  all  and  will  are  lengthened  to  add  the 
words  the  and  that.  (See  lines  3  and  4.) 

SECOND  METHOD. — There  is  a  class  of  prepositional  and 
conjunctive  phrases  consisting  of  three  words,  the  first  and 
last  of  which  are  alike,  as  by  and  by,  day  by  day,  etc. ,  that 
are  written  by  omitting  the  connecting  word  and  denoting 
the  omission  by  writing  the  first  and  last  words  side  by  side  or 
in  a  connected  manner.  (See  lines  5  and  6.) 

The  relative  significance  of  the  connecting  word  can  be 
shown  by  the  position  of  the  two  outlines.  (See  line  7.) 

THIRD  METHOD. — There  are  a  few  short  words  which 
can  be  written  on  the  e  position  to  express  the  word  the,  and 
on  the  u  position  to  express  the  word  you.  (See  lines  10  and  n.) 

This  principle  is  only  applied  to  those  outlines  which  will 
not  seriously  conflict  with  other  forms  that  would  properly  be 
written  on  the  same  position. 

Lines  12  and  13  are  composed  of  miscellaneous  phrases. 


PRINCIPLES. 


143 


PHRASEOGRAPHY,  Continued. 


-O- 


o 


C9 


O 


o 


Second  Method. 


AA 


// 


7 


Third  Method. 

/?  o          ^ 


144  THE    NEW    RAPID. 


REVIEW  QUESTIONS 

ON  PHRASING. 

To  what  extent  is  it  advantageous  to  phrase? 

Is  it  a  good  plan  to  use  long  irregular  outlines  ? 

Which  has  the  larger  amount  of  work  to  perform  in  writing, 
the  hand  or  the  mind  ?  Why  ?  Does  this  answer  the  question, 
"  To  what  extent  is  it  advantageous  to  phrase  ?  " 

What  words  are  expressed  by  the  circle  and  loop  when 
turned  upon  short  common  words  ? 

How  are  the  phrases  are  all  and  are  as  written  ? 

What  is  the  difference  between  the  outline  for  have  been 
and  has  been  ?  How  are  these  changed  to  the  negative 
meaning,  /.  e.,  have  not  been  and  has  not  been  ? 

How  write  the  phrase  had  been  ?  When  combined  with 
other  letters,  does  it  matter  whether  it  is  struck  upward  or 
downward  ? 

In  what  phrases  is  the  word  to  omitted? 

What  word  is  added  by  a  shaded  retracing? 

Is  there  any  difference  between  the  outline  for  is  to  and 
is  it? 

How  write  the  phrase  as  it  ? 

What  word  is  added  to  the  signs  for  all  and  will  by 
lengthening  ? 


PRINCIPLES.  145 


LESSON  22. 


LIST  OF  PRACTICAL  PHRASES. 

Following  is  a  list  of  phrases  that  can  be  advantageously 
employed  in  this  system.  The  learner  must  not  for  a  moment 
think  that  these  are  to  be  committed.  They  are  to  be  written 
out  in  full  from  principles  already  explained. 

A  large  and  comprehensive  list  is  given  that  the  student 
need  not  go  outside  of  the  text-book  for  practice  matter. 

Words  and  letters  printed  in  small  type  are  omitted,  since 
the  outline  of  the  phrase  in  these  particular  cases  is  found  to 
render  the  phrase  perfectly  legible.  In  many  instances  the 
omitted  word  is  expressed  by  the  relative  position  of  the 
adjacent  words  according  to  the  second  method  of  phrasing. 

Words  printed  in  italics  are  expressed  by  the  position  of 
the  preceding  outline,  /.  e.,  they  are  written  according  to  the 
third  method  of  phrasing. 

Words  separated  by  the  hyphen  should  be  written  separately, 
/.  e.,  the  hyphen  indicates  a  pen-lifting. 


146 


THE    NEW    RAPID. 


A. 

I    about  how 

29  any  better 

2  about  all 

30  any  body 

3  about  as 

31  any  body-else 

4   according  to 

32  any  time 

5  after  all 

33  any  one 

6  again  and  again 

34  any  one-else 

7  all  have  been 

35  any  other 

8  all  has  been 

36  anything  else 

9  all  of 

37  are  a 

10  all  of  the 

38  are  you 

1  1  all  of  that 

39  are  all 

12  all  that 

40  are  as 

13  all  that  will 

41  are  not 

14  all  will 

42  as  are 

1  5   among  other 

43  as  ever 

1  6  among  other  things 

44  as  far  as 

17  and  an 

45  as  far  as  may 

1  8  and  has 

46  as  good  as 

19  and  is 

47  as  great  as 

20  and  is  not 

48  as  has 

21  and  of 

49  as  his 

22  and  so  forth 

50  as  if 

23  and  that 

51  as  is 

24  and  that  is 

52  as  it, 

25  and  that  will 

53  as  it  is 

26  and  this 

54  as  little  as 

27  and  then 

55  as  long  as 

28  another  thing 

56  as  large  as 

B. 

I  be  seen 

6  but  a 

2  bear  in  mind 

7  but  an 

3  become  of  the 

8  but  as 

4  between  the 

9  but  little 

5  between  you  and 

10  but  not 

57  as  many  as 

58  as  near  as 

59  as  soon  as 

60  as  soon  as  you 

6 1  as  the 

62  as  to 

63  as  well  as 

64  as  well  as  to 

65  as  well  as  can  be 

66  as  well  as  you 

67  as  you 

68  at  all 

69  at  all  events 

70  at  an 

71  at  any 

72  at  first 

73  at  his 

74  at  home 

75  at  last 

76  at  least 

77  at  length 

78  at  any 

79  at  that 

80  at  that 

8 1  at  this  time 

82  at  work 


1 1  by  and  by 

12  by  which 

13  by  the 


PRINCIPLES. 


147 


C. 

I   can  all 

8  can  you 

15  could  have 

2  can  be  seen 

9  cannot  be 

1  6  could  have  been 

3  can  do 

lo  chief  clerk 

17  could  not 

4  can  it 

1  1  chief  justice 

1  8  could  not  be 

5  can  it  be 

12  common  sense 

19  cross  examination 

6  can  not  (can't) 

13  constitution  of  the 

U.  S. 

7  can  the 

14  could  ever 

D. 

I  dare  say 

9  did  not 

17  do  not  (don't) 

2  day  after  day 

10  did  not  have 

18  do  not  know 

3  day  to  day 

1  1  did  not  think 

19  do  you 

4  dear  friend 

12  did  the 

20  do  you  have 

5  dear  sir 

13  did  you 

21   do  you  know 

6  did  a 

14  did  you  have 

22  does  not 

7  did  he 

1  5  did  you  know 

23  does  not  have 

8  did  he  say 

1  6  do  as 

El. 

I  each  are 

5  ever  had 

9  ever  since 

2  each  of 

6  ever  has  been 

10  every  one 

3  each  of  which 

7  ever  is 

1  1  every  time 

4  ever  as 

8  ever  more 

12  every  day 

F. 

I  fellow  citizens 

.  6  for  he  is 

1  1  for  your 

2  first  time 

7  for  some  reason 

12  from  a 

3  for  a 

8  for  the 

13  from  all 

4  for  all 

9  for  the  last 

14  from  the 

5  for  another 

10  four  by  four 

I  good  night 

3  great  many  -  things 

4  great  many  times 

2  great  many 

148 


THE    NEW  RAPID. 


H. 

I  had  a 

15  have  an 

29  he  did 

2  had  all 

1  6  have  been 

30  he  had 

3  had  been 

17  have  you 

31  he  has 

4  had  been  done 

1  8  have  done 

32  has  not 

5  had  been  there 

19  have  you  been  there 

33  he  will 

6  had  he 

20  have  had 

34  he  would  have 

7  had  there  been 

21  have  known 

35  how  is 

8  had  that 

22  have  not 

36  how  is  it 

9  has  been 

23  have  you  had 

37  how  long 

10  has  been  done 

24  having  been 

38  how  long  have 

II  has  Ms 

25  hav'fg  done 

39  hour  after  hour 

12  has  it 

26  having  had 

40  how  soon 

13  has  not  been 

27  having  known 

41   how  will 

14  have  a 

28  he  can  not 

1. 

I  I  am 

1  6  in  all 

31  is  to 

2  I  had  been 

17  in  any 

32  it  can 

3  I  had  not  been 

1  8  in  fact 

33  it  can  be 

4  I  have 

19  in  order 

34  it  is  not 

5  I  have  been 

20  in  some 

35  it  is  that 

6.  I  have  had 

21  in  such 

36  it  is  there 

7  I  have-long  since 

22  in  that 

37  it  is  this 

8  I  have  not  been 

23  in  the 

38  it  may  be 

9  I  might  have 

24  in  this 

39  it  must  be 

10  if  a 

25  in  which 

40  it  must  have  been 

II  if  all 

26  in  your 

41  it  will 

12  if  an 

27  in  as  much  as 

42  it  will  be 

13  ifhe 

28  is  it 

43  it  will  not 

14  ifhe  is 

29  is  it  as 

44  it  will  not  be 

15  in  a 

30  is  not 

45  it  will  have 

J. 

I  just  as 

3  just  as  well  as 

4  just  now 

2  just  as  soon  as 

PRINCIPLES. 


149 


I  kingdom  of  God 


K. 


2  kingdom  of  Heaven 


i  let  us 
2  let  us  not        f 
3  let  us  see 
4  long  as 

5  long  since 
6  long  time 
7  long  time  since 

8  longer  than 
9  look  at 
10  larger  than 

1  many  a 

2  many  cases 

3  many-things 

4  may  be 

5  may  be  very 

6  may  have 

7  may  have  been 

8  may  not  have  been 

1  need  not 

2  nearer  and  nearer 
3'  need  not  be 

4  never  a 

5  New  York  (n.  y.) 

1  of  a 

2  of  all 

3  of  our 

4  on  an 

5  on  our 

6  on  the 

7  on  which 

8  one  of  the 

9  one  of  their 

10  one  by  one 

1 1  one  other 


M. 

9  might  have  17  much  as 

10  might  have  been  18  must  be 

11  might  not  have  been  19  must  be  able 

12  more  and  more  20  must  have 

13  more  than  21  must  have  been 

14  Mr.  chairman  22  must  not 

15  Mr.  president  23  my  dear  sir 

1 6  Mr.  speaker 

N. 

6  New  York  City  (n.y.c.)   1 1  no  such 

7  New  York  State  1 2  no  such-thing 

8  no  more  13  not  a 

9  no'one  14  not  now 

10  no  sir  15  now  and  then 


O. 

12  one  other-thing 

13  one  after  one 

14  one  or 

15  one  thing 

1 6  one  or  a 

17  or  another 

1 8  or  as 

19  or  have 

20  or  have  been 

21  ought  not 

22  ought  to 


23  ought  to  be 

24  ought  to  have 

25  ought  t°  have  been 

26  ought  to  have  done 

27  ought  to  have  had 

28  out  of 

29  out  of  the 

30  out  of  our 

31  over  and  over 


THE    NEW    RAPID. 


1  post  office 

2  post  mortem 

I  quite  as 


1  same  as 

2  second  time 

3  seems  to  have 

4  seems  to  have  been 

5  shall  be 

6  shall  do 

7  shall  have 

8  shall  have  been 

9  shall  not  (shant) 

10  she  has 

1 1  she  is 

12  short  time 

13  should  be 

14  should  have 

15  should  have  been 

1 6  should  not  (shudnt) 


P. 

3  postal  card 

Q- 

R. 

I  right  ar>d  wrong 

S. 

17  should  there 

1 8  side  by  side 

19  since  you  have 

20  so  as 

21  so  as  to 

22  so  far 

23  so  far  as 

24  so  long-ago 

25  so  long  as 

26  so  on 

27  so  that 

28  so  the 

29  so  there 

30  some  how 
1 3 1  some  little 

32  some  means 


4  president  of  the  u.  S. 


2  question  whether 


33  some  one 

34  some  one-else 

35  some  one  other 

36  some  other 

37  some  reason 

38  some-thing 

39  some  thi"g  else 

40  some  time 

41  soon  after 

42  stand  still 

43  state  of  New  York* 

44  such  a 

45  such  are 

46  such  are  not 

47  such  as 

48  such  as  are 


I  take  care 

9  ten-thousand  dollars  17  that  he  has 

2  take  charge 

10  that  are                        18  that  is 

3  take  occasion 

II  that  had                       19  that  is  a 

4  take  place 

12  that  had  been             20  that  is  not 

5  take  that 

13  that  has  been             21   that  is  to  be 

6  tell  us 

14  that  have                    22  that  is  to  say 

7  tell  you 

15  that  have  not             23  that  may  be 

8  that  all 

1  6  that  be                         24  that  the 

PRINCIPLES. 


25  that  there 

48  there  was 

71  this  time 

26  that  there  is 

49  there  was  hot 

72  three  by  three 

27  that  they 

50  there  was  noth-ing 

73  through  and  through 

28  that  they  have 

51  there  was  nothing-else  74  those  are 

29  that  time 

52  there  will 

75  those  have  been 

30  that  was 

53  there  will  be 

76  thus  are 

31  that  was  not 

54  there  are 

77  time  to  time 

32  that  were 

55  there  are  not 

78  to  a 

33  that  were  not 

56  these  have  been 

79  two  by  two 

34  that  will 

57  they  had 

80  to  be 

35  that  will  be 

58  they  have 

8l  to  do 

36  them  all 

59  they  have  been 

82  to  have 

37  then  a 

60  they  have  done 

83  to  have  been 

38  then  again 

6  1  they  have  had 

84  to  have  done 

39  there  are 

62  they  have  never 

85  to  have  had 

40  there  had 

63  they  have  not 

86  to  his 

41  there  had  been 

64  they  have  noth-ing 

87  to  other 

42  there  has 

65  they  may  be 

88  to  our 

43  there  has  been 

66  they  may  have 

89  to  the 

44  there  is  another 

67  think  of 

90  towards  you 

45  there  is  no  such 

68  twice  as  much 

46  there  is  not 

69  this  is 

47  there  is  noth-ing 

70  this-thing 

U. 

I   United  States  (u.  s.) 

V. 

I  very  well 

2  vice  president 

w. 

I  was  done 

8  we  do 

15  we  have 

2  was  not 

9  we  cannot 

1  6  we  have  been 

3  was  or  not 

10  we  cannot  have 

17  we  have  not  been 

4  was  said 

II  we  charge 

1  8  we  have  done 

5  was  your 

12  we  did 

19  we  have  had 

6  we  are 

13  we  did  not 

20  we  have  not 

7  we  are  not 

14  we  had 

21  we  regret 

152 


THE    NEW    RAPID. 


26  we  shall 

57  where  have 

27  we  think 

58  where  is 

28  we  will 

59  where  is  that 

29  we  will  not 

60  where  we 

30  we  would 

6l  where  were 

31   we  would  not 

62  where  will 

32  week  after 

63  where  will  the 

33  week  after  week 

64  whether  he 

34  were  it  not 

65  whether  °r  not 

35  week  to  week 

66  whether  he  has 

36  were  you 

67  which  are 

37  what  are 

68  which  are  not 

38  what  do 

69  which  has 

39  what-else 

70  which  have 

40  what  has  been 

71  which  have  been 

41  what  is 

72  which  have  done 

42  what  is  there 

73  which  have  not 

43  what  is  this 

74  which  is 

44  what  make 

75  which  is  not 

45  what  of 

76  which  must  be 

46  what  reason 

77  which  must 

47  what  was 

78  which  one 

48  what  was  done 

79  which  was 

49  what  we  can 

80  which  were 

50  what  will  be 

8l  which  will 

51  what  will  you 

82  who  are 

52  when  are 

83  who  are  not 

53  when  have 

84  who  could 

54  when  is 

85  who  have  been 

55  when  will 

86  who  have  not 

56  where  are 

87  who  is 

V. 

I  year  after  year 

5  you  will 

2  years  and  years 

6  you  are 

3  year  to  year 

7  you  are  able 

4  yes  sir 

8  you  are  not 

88  who  must 

89  who  were 

90  who  will 

91  whom  you 

92  why  are 

93  why  have 

94  why  is 

95  why  not 

96  why  will 

97  will  be 

98  will  have 

99  will  have  been 

100  will  the 

101  will  that 

102  will  you 

103  willow*  be 

104  with  all 

105  with  all  the 

106  with  all  that 

107  with  the 

108  with  there 

109  with  which 
no  word  of  God 

1 I 1  would  be 

112  would  have 

113  would  have  been 

114  would  have  done 

115  would  not  be 

116  would  not  have 

117  would  not  have  been 


9  you  did 

10  you  did  not 

11  you  did  not  know 

12  you  had 


PRINCIPLES.  153 


MISCELLANEOUS  REVIEW  QUESTIONS. 


What  is  short-hand?  What  is  phonography ?  What  is 
stenography  ?  What  is  an  amanuensis  ? 

To  what  extent  is  it  advantageous  to  use  phrasing? 

Why  should  all  ascending  and  descending  strokes  be 
written  in  a  running  manner? 

Why  is  it  that  this  system  secures  greater  brevity  than 
others  and  yet  inserts  vowels  ? 

What  is  meant  by  the  downward  principle? 

What  advantages  are  to  be  gained  by  employing  the 
negative  tick?  Does  brevity  of  outline  impair  the  legibility  ? 

What  is  meant  by  preserving  analogy  in  writing  words  ? 

What  is  meant  by  lineality  in  writing? 

What  do  we  mean  by  reading  from  the  context  ? 

What  are  derivative  words  ? 

What  is  meant  by  positive  and  negative  words  ? 

What  advantages  are  to  be  gained  by  using  a  stroke  for 
q  and  x? 

How  is  it  that  strokes  are  written  upon  five  different 
positions  and  yet  occupy  less  space  perpendicularly  than  in 
other  systems  ? 

What  stroke  determines  the  position  on  which  an  outline 
is  written  ?  How  many  classes  of  characters  are  there? 

What  are  diphthongs  ?  What  is  an  improper  diphthong? 

About  how  many  strokes  are  used  in  writing  one  hundred 
words?  What  are  the  four  changing  principles? 

In  outlining  words,  which  should  always  be  considered 
first,  legibility  or  brevity? 

Why  is  so  little  use  made  of  perpendicular  strokes  ? 


154  THE    NEW    RAPID. 


MEN  WANTED, 


"(It  has  been)  truly  said  (that  the)  great  want  (of  the 
age)  is  men.  (Men  of)  thought;  (men  of)  action.  Men 
(who  are  not)  for  sale.  Men  (who  are)  honest  to  the  heart's 
core.  Men  (who  will)  condemn  wrong  in  friend  or  foe — in 
themselves  (as  well  as  others).  Men  whose  consciences  (are 
as)  steady  as  the  needle  to  the  pole.  Men  (who  will)  stand  for 
right  (if  the)  heavens  totter  (and  the)  earth  reels.  Men  who 
can  tell  the  truth  and  look  the  world  (and  the)  devil  right  (in 
the)  eye.  Men  who  neither  swagger  nor  flinch  Men  (who  100 
are)  quick  at  figures.  Men  who  (can  have)  courage  without 
whistling  for  it,  and  joy  without  shouting  to  bring  it.  Men 
through  whom  the  current  of  everlasting  life  runs  still,  and 
deep  and  strong.  Men  too  large  for  certain  limits,  and  too 
strong  for  sectarian  bands.  Men  who  know  their  message  and 
tell  it.  Men  who  know  their  place  and  fill  it.  Men  who  mind 
their  own  business.  Men  (who  will  not)  lie.  Men  (who  are 
not)  too  lazy  to  work,  nor  too  proud  (to  be)  poor.  When  in 
office,  the  workshop,  20°  (in  the)  counting-room,  (in  the)  bank, 
in  every  place  of  trust  and  responsibility,  (we  can  have)  such 
men  as  these,  (we  shall  have  a)  Christian  civilization — the 
highest  and  best  the  world  ever  saw."  35-235 

NOTE. — This  page  should  be  carefully  studied  and  practiced  until  it  can  be 
written  at  the  rate  of  100  words  per  minute.  It  would  be  possible  for  the  writer  to 
phrase  it  even  more  than  indicated  by  the  marks,  but  in  this  and  all  other  exercises 
in  the  book,  only  the  most  common  and  simplest  phrases  are  authorized. 


PART  SECOND 


OF  THE 


JNEW  F^APID  SHO^T-HAND 


PRINCIPLES.  157 

LESSON   23. 


SHORT-HAND  PUNCTUATION. 

In  this  system,  punctuation  marks  as  so  used  as  to  convey 
the  exact  meaning  intended  with  the  least  possible  amount  of 
labor  for  the  mind  and  hand  of  the  writer. 

Following  are  all  the  principle  marks  used  in  the  system: 

X     Period,  used  at  the  close  of  sentences. 

•/  Period,  used  after  quotations  in  court  reporting. 
//     Marks,  to  indicate  capitalization  or  abbreviation. 

—  Dash,  to  indicate  asudden  break  or  omission  in  a  sentence. 
(    )    Marks  of  Parenthesis. 
x     Exclamation  sign. 

n 

•      Interrogation  sign. 

The  following  signs  are  used  in  speech  reporting  : 
applause  laughter  hissing 


The  comma,  colon,  semicolon,  and  other  necessary  marks 
are_used  in  short-hand  writing  the  same  as  in  common  printing. 

If  at  any  time  the  reporter  doubts  whether  he  has  written 
a  word  or  sentence  correctly,  it  should  be  encircled  to  indicate 
the  doubt. 

The  repetition  of  a  phrase  or  sentence  is  indicated  by 
repeating  the  small  marks  used  for  capitalization. 


THE    NEW    RAPID. 


SHORT-HAND  NOTATION. 


The  plate  to  the  right  illustrates  principles  which  are 
applied  to  the  figures  in  securing  a  brief  representation  of 
numbers,  amounts,  values  and  periods  of  time. 

Hundreds,  thousands,  millions,  etc.,  are  expressed  by 
attaching  the  initial  letter  to  the  figure.  (See  lines  i,  2,  3 
and  4.) 

The  d  character  is  struck  below  and  to  the  right  of  any 
figure  for  dollars,  as  in  lines  5,  6  and  7. 

Lines  8  and  9  illustrate  the  writing  of  amount  in  pounds, 
pence  and  shillings. 

In  such  expressions  as  three  or  four  the  or  is  omitted  and 
the  two  numbers  are  represented  by  figures  which  are  placed 
on  a  line  with  the  word  or.  (See  line  12.) 

Such  expressions  as  one  and  two,  three  and  four,  etc.,  are 
written  with  the  figures  on  a  line  with  the  word  and,  as  in 
line  13. 

Lines  14  and  15  illustrate  the  writing  of  fractions. 

Lines  10,  n  and  16  illustrate  the  writing  of  numbers 
pertaining  to  time. 


PRINCIPLES. 


159 


SHORT-HAND  NOTATION. 


\  \ 


^v 


"7 


9 


-1C <&-       __.?, , 


•-4> — -V 


-^ 


r 


_Ja_c_ 


7 


13  c? 


6 


T?       r 


.j- 


^>- 


^ 


-v 


160  THE    NEW    RAPID. 


LESSON  24. 


BUSINESS  LETTER. 

The  letter  on  the  opposite  page  will  give  the  student  an 
idea  of  how  business  letters  should  be  written,  and  to  what  ex- 
tent it  is  advantageous  to  phrase  commercial  correspondence. 

Where  the  absence  of  a  shade  does  not  impair  the  legibility 
it  has  been  omitted.  The  s/i  in  the  word  ship  is  united  with 
the/  in  a  continuous  manner. 

This  letter  should  be  carefully  studied  and  practiced  until 
it  can  be  written,  including  the  heading  and  names,  in  less 
than  two  minutes'  time. 

The  writing  of  this  letter  illustrates  the  proper  spacing 
that  should  be  given  to  short-hand  outlines.  Most  writers  are 
apt  to  scatter  their  characters  too  much,  thereby  losing  much 
time  and  energy  in  passing  from  one  to  the  other.  There  is 
of  course  such  a  thing  as  crowding  outlines  together  too  much. 
This  is  even  more  detrimental  to  speed  and  legibility  than 
scattering  them,  but  the  latter  error  is  by  no  means  as 
common  as  the  former. 


'USINESS  BETTER. 


a CL 


/  . 


A 


1 62  THE    NEW    RAPID. 


HINTS  TO  THE  STENOGRAPHER. 


Let  it  be  your  aim  to  acquire  a  good  knowledge  of  the 
English  language. 

Add  a  new  word  to  your  short-hand  vocabulary  every  day. 

Thoroughly  master  the  elementary  principles,  for  they  are 
the  foundation  to  success. 

In  phrasing,  avoid  all  difficult  or  inconvenient  com- 
binations. 

Strive  to  make  your  short-hand  notes  so  legible  that  they 
can  be  read  without  a  moment's  hesitation. 

If  you  desire  to  become  an  accurate  writer,  learn  to  pro- 
nounce correctly,  for  in  phonography  words  are  written  as 
pronounced. 

Always  write  your  memoranda  in  short-hand,  as  this  will 
develop  confidence  in  your  work. 

You  should  be  able  to  write  a  good  business  letter  on  any 
subject  relating  to  the  line  of  work  in  which  you  are  engaged. 

Always  have  a  dictionary  at  your  desk,  but  be  compelled 
to  use  it  only  in  rare  cases. 

You  should  feel  that  you  are  master  of  the  situation,  and 
to  do  this  you  must  have  confidence  in  your  ability  to  write 
as  fast  as  the  speaker  is  likely  to  dictate. 


PRINCIPLES. 


163 


DECLARATION   OF  INDEPENDENCE. 


.  ->    ; 

57 


o/ 


^— ^ 


"09 


164  THE    NEW    RAPID. 

LESSON   25. 


COMMON  EXPRESSIONS  IN  COMMERCIAL 
.LETTER   WRITING. 

1.  In  reply  to  your  favor  of  the  loth. 

2.  We  have  your  favor  of  late  date. 

3.  Dear  Sir,— Your  favor  was  received  this  morning. 

4.  My  Dear  Sir, — It  gives  us  great  pleasure  to  hear  from  you. 

5.  We  were  pleased  to  hear  from  you  at  such  an  early  date. 

6.  We  are  just  in  receipt  of  your  favor,  enclosing  draft  for  $10.00. 

7.  Your  esteemed  favor  of  the  loth  inst.  reached  us  to-day. 

8.  Your  orders  shall  receive  prompt  attention. 

9.  We  send  you  herewith  amount  of  your  commission. 

10.  We  shall  give  the  matter  our  immediate  consideration. 

11.  Please  ship  at  your  earliest  convenience. 

12.  In  answer  to  yours  of  the  I5th  inst.,  will  state. 

13.  Thanking  you  for  past  favors,  we  remain. 

14.  Hoping  to  hear  from  you  by  return  mail,  we  remain. 

15.  We  respectfully  call  your  attention  to  the  enclosed  bill. 

1 6.  Please  answer  this  communication  immediately. 

17.  Your  esteemed  favor  of  the  7th  reached  us  in  due  time. 

1 8.  We  have  just  received  a  telegram  from  your  agent  in  Chicago. 

19.  We   shall  give    your    proposition    our    earnest   and  immediate 
attention. 

20.  The  goods  shipped  by  you  Nov.  2Oth  have  not  yet  arrived. 

21.  Will  you  please  inform  us  at  once  of  the  delay,  and  oblige. 

22.  Your  esteemed  favor  of  the  7th  is  at  hand  and  contents  carefully 
noted. 

23.  We  certainly  will  be  more  careful  hereafter  and  beg  to  apologize 
for  the  blunder. 

24.  If  found  correct,  please  send  receipt  for  the  amount. 

25.  If  we   do  not  hear  from  you  by  the  I2th  inst.,  we  will  draw  on 
you  at  five  days'  sight. 

26.  We  ship  you  to-day  the  goods  ordered   on    the    loth,  per  Am. 
Ex.  Co. 


WRITING    EXERCISES  165 

27.  Please    acknowledge    the    receipt    of  goods  by  return  mail,  and 
oblige.     Yours  truly. 

28.  We  enclose  herewith  a  draft  on  D.  Appleton  &  Co.  for  $300.00. 

29.  Hoping  that  these  terms  will  be  satisfactory,  we  are,  Very  truly. 

30.  We   respectfully    call   your   attention    to    statement    of  account 
rendered. 

31.  You  will  greatly  oblige  us  by  giving  this  your  prompt  attention. 

32.  Your  instructions  respecting   the  shipment  of  goods  ordered  on 
the  loth  inst.  have  our  attention. 

33.  We  are  sorry  to  hear  that  you  were  disappointed  in  your  business 
engagement. 

34.  If  we  succeed  in  selling  our  establishment  we  shall  be  able  to 
cancel  our  indebtedness. 

35.  We  suggest  that  if  this  be  found  satisfactory  you  will  ship  the 
goods  at  once. 

36.  The  market  for  such  goods  is  somewhat  less  active  than  this  time 
last  year. 

37.  We  regret  very  much  that  we  are  unable  to  execute  your  order 
of  the  I  gth. 

38.  Your  telegram  advising  us  to  ship  two  car  loads  of  coal  is  at  hand. 

39.  Under  the  present  circumstances  we  think  that  you  had  better  sell 
the  property  immediately.     Trusting  that  this  will  cause  you  no  serious 
embarrassment,  we  are,  Very  respectfully. 

40.  We  are  unable  to  manufacture  the  goods  fast  enough  to  satisfy 
the  demand  of  our  customers. 

41.  We  enclose  you  herewith  sample  of  our  goods.      Trusting  that 
we  may  be  favored  with  your  order,  We  remain. 

42.  Will  you  please  telegraph  me  as  to  state  of  market  on  the  2Oth. 

43.  Replying  to  your  favor  of  the  2Oth,  would   say  we  are  sorry  to 
hear  that  you  have  been  put  to  so  much  trouble  and  annoyance. 

44.  We  desire  to  take  this  opportunity  of  thanking  you  for  past  favors. 

45.  We  are  somewhat  surprised  that  you  contemplate  those  things. 

46.  The  company  is  determined  to  settle  this  question  satisfactorily. 

47.  In  all  our  business  acquaintance  we  have  never  before  known  of 
such  transactions. 

48.  We  never  had  a  complaint  before  from  any  of  our  customers. 


1 66  THE   NEW   RAPID. 

49.  The   season    is    rapidly  approaching   when   our  customers  will 
demand  these  goods. 

50.  It  is  perhaps  unnecessary  for  us  to  mention  this  fact. 

.  51.  We  are  very  desirous  of  procuring  your  business  and  would  like 
the  pleasure  of  figuring  on  your  special  orders.  Anticipating  a  conference 
with  you  at  an  early  date,  we  are,  Yours  respectfully. 

52.  Regretting  our  inability  to  comply  with  your  request,  and  assuring 
you  that  we  shall  use  our  utmost  endeavors  to  occasion  you  as  little  dis- 
appointment as  possible,  we  are,  Very  truly. 

53.  The  goods  have  been  forwarded  to  you  per  Am.  Ex.  Co.  this 
day. 

54.  Vou  will  please  furnish  us  with  reference  relative  to  your  business 
standing. 

55.  Your  favor  of  the   i6th  is  at  hand,  with  prices  and  terms,  which 
we  find  entirely  satisfactory. 

56.  I  enclose  draft  on  N.  Y.  for  $142.00  in  settlement  of  my  account 
to  May  1st,  the  receipt  of  which  please  acknowledge. 

57.  We  are  sorry  to  learn  from  your  favor  of  the  loth  that  we  made  a 
mistake  in  shipping  your  goods. 

58.  I  forwarded  you  an  order  on  the  I2th  stating  that  I  was  in  imme- 
diate want  of  articles  therein  mentioned,  but  as  yet  I  am  without  any  advice 
regarding  them. 

59.  Your' esteemed  favor  of  yesterday,  complaining  of  the  delay  in  the 
execution  of  your  order  of  the  I2th,  was  received  by  this  morning's  mail. 

60.  I    trust   that  we  may   long   have   the    pleasure  oi    transacting 
business  together,  to  our  mutual  satisfaction  and  advantage. 

61.  Your  favor  of  the  7th  has  received  our  immediate  attention  and 
we  are  happy  to  say  that  we  have  been  able  to  execute  your  esteemed  order 
in  such  a  manner  as  we  think  will  give  you  perfect  satisfaction. 

62.  We  are  sorry  to  say  that  it  is  wholly  out  of  our  power  to  execute 
your  entire  order  of  the  i8th. 

63.  Trusting  that  our  transaction  may  prove  mutually  satisfactory  and 
advantageous,  and  wishing  you  every  success,  we  remain. 

64.  Thanking  you  for  your  kindness  and  the  interest  you  have  taken 
in  my  welfare,  I  am,  Yours  very  truly. 

65.  We  are  very  much  disappointed  to  find  before  us  notice  from  the 
First  National  Bank,  that  your  note  drawn  to  our  order  Jan.    2Oth  for 
$292.00  at  90  days  from  date,  has  gone  to  protest  for  non-payment. 


WRITING    EXERCISES.  167 

66.  Under  the  circumstances  I   would  request  that  you  collect  from 
the  drawer  of  the  note. 

67.  We  are  pleased  to  find  that  you  have  been  able  to  take  the  first 
step  towards  the  liquidation  of  your  indebtedness  to  us  ;  and  hope  that  you 
will  free  yourself  from  all  embarrassment. 

68.  I  have  again  been  compelled,  greatly  to  my  inconvenience,  to 
resume  the  responsibilities  incurred  by  you. 

69.  I  trust  that  you  will  pardon  the  liberty  of  writing  to  you  to  ask  if 
you  will  oblige  me  with  the  amount  of  your  account  within  the1  present 
week. 

70.  I  beg  to  assure  you  that  circumstances  utterly  beyond  my  control 
have  prevented  me  from  paying  your  bill. 

71.  I    am   very   sorry   that   circumstances   will   not    permit    me  to 
accommodate  you. 

72.  We  are  indeed  sorry  that  our  failure  to  meet  your  draft  has  been 
any  source  of  annoyance  to  you. 

73.  We   have   the   pleasure   of    acknowledging  the  receipt  of  your 
highly  valued  letter  of  the  1st. 

74.  We  regret  to  find  that  we  are  unable  to  close  your  consignment 
as  soon  as  we  had  hoped. 

75.  We  have,  however,  succeeded  in  disposing  of  it  at  a  favorable 
rate. 

76.  We   beg   to   hand   you     herewith     account   sales    showing  net 
proceeds  to  be  $i., 1 15.00. 

77.  We  have  found  him  conscientious  and  diligent  in  the  discharge 
of  his  duties.     Wishing  him  every  possible  success  in  his  future  career,  we 
are. 

78.  It  gives  us  great  pleasure  to  testify  to  his  character  as  a  gentle- 
man and  man  of  business. 

79.  We  beg  leave  to  introduce  to  you  the  bearer  of  this  letter,  Mr. 
Thomas  Neland. 

80.  In  strongly  recommending  our  friend  to  your  notice,  we  particu- 
larly request  that  you  will  show  him  every  attention  that  may  be  in  your 
power. 


WRITING    EXERCISES.  169 

WRITING  EXERCISES, 


The  following  pages  comprise  choice  selections  upon 
various  subjects  for  the  student  to  practice  short-hand  writing. 

The  matter  covers  such  a  large  field  of  thought  and  mode 
of  expression,  that  the  student  who  masters  it  thoroughly  need 
have  no  fears  of  being  able  to  record  the  most  difficult  of 
human  utterance. 

Each  selection  is  so  marked  that  the  student  knows  just 
what  phrase  outlines  are  sanctioned  and  what  omissions  it  is 
possible  to  make.  This  disposition  of  the  following  reading 
matter  provides  the  student  with  valuable  material  for  practice, 
and  in  that  form  that  will  assure  him  that  it  is  being  written 
in  the  best  and  most  approved  manner.  A  careful  study  and 
practice  of  the  following  pages  will  be  the  means  of  establish- 
ing a  systematic  and  uniform  style  of  writing. 

Every  100  words  has  been  marked  and  the  total  number 
of  each  selection  given  at  its  close,  that  the  writer  may  know 
at  any  time  the  rate  of  speed  at  which  he  is  writing. 

Each  page  should  be  studied  carefully,  and  then  written 
from  dictation  until  it  can  be  written  at  the  rate  of  100  words 
per  minute.  New  matter  should  not  be  attempted  until  this 
rate  of  speed  has  been  attained.  After  having  gone  over  the 
following  matter  in  this  manner,  the  student  should  review  it, 
at  which  time  it  should  be  written  at  from  125  to  150  words 
per  minute. 

NOTE. — The  figures  representing  the  number  of  words  are  always  placed  directly 
after  the  last  word  counted.  Words  enclosed  in  parenthesis  should  be  phrased. 
Words  printed  in  italics  are  expressed  by  the  position  of  the  preceding  outline,  in 
accordance  with  the  thiid  method  of  phrasing.  Letters  and  words  printed  in  small 
type  should  be  ommitted  in  writing,  When  the  pen  or  pencil  should  be  lifted  in 
writing  a  word  it  is  shown  by  hyphen. 


17°  THE    NEW    RAPID. 


BUSINESS  LETTER  No,  1, 


Lexington,  Ky.,  March  "jth,  1889. 
MESSRS.  D.  APPLE  TON  &•  Co., 

New  York. 

GENTLEMEN:  Your  favor  of  the  ist,  relative  to  Mr. 
Lyman,  was  received  this  morning.  It  gives  us  great  pleasure 
to  testify  to  his  character  as  a  gentleman  and  man  of  business. 
He  was  employed  by  us  in  the  capacity  of  salesman  for  ten  years, 
during  which  time  we  found  him  invariably  discharging  his 
duties  with  skill  and  ability.  His  courteous  manners  and 
perfectly  reliable  statements  made  him  a  favorite  with  our 
customers,  while  his  accuracy  in  accounts,  rapid  penmanship 
and  ease  in  correspondence,  made  him  very  valuable  in  any 
line  of  work.  He  left  our  services  to  our  deep  regret  i°o  to 
seek  more  remunerative  employment.  Wishing  him  every 
possible  success  in  his  future  career,  we  are, 

Very  Respectfully,  is— us 

LEONARD   &>  SIMONS. 


WRITING  EXERCISES.  I  71 


BUSINESS  LETTER  No,  2, 


Cleveland,  O.,  March  i$th, 
MESSRS.  DOLAN  &  THOMPSON, 

192  Euclid  Ave.,  City. 

GENTLEMEN:  In  reply  to  your  advertisement  in 
to-day' s  Herald,  I  would  respectfully  tender  my  services  for 
the  position  you  have  to  fill.  I  am  desirous  of  obtaining 
employment  in  your  'line  of  work,  and  would  not  consider 
present  salary  so  much  an  object  as  the  prospect  of  a  per- 
manent situation. 

I  am  a  young  man,  22  years  of  age.  I  have  received  a 
good  commercial  education,  and  am  versed  in  book-keeping  and 
accounts  generally.  Although  I  have  not  hitherto  filled  a 
situation,  I  think  that  in  a  short  time  I  should  be  able  to 
fulfill  any  duties  assigned  ico  to  me.  In  the  event  of  your 
considering  my  application  for  employment  favorably,  I  will 
furnish  you  with  testimonials  as  to'  character  and  general 
ability. 

Trusting  that  I  may  have  the  pleasure  of  hearing  from 
you  in  reply,  I  am, 

Yours  very  respectfully,  43—143 

ALEXANDER  B    WARD. 


172  THE    NEW    RAPID. 

MISCELLANEOUS  SENTENCES. 


1.  Practical  education  is  the  great  power  that  moves  the  world. 

2.  We  should  learn  to  accommodate  ourselves  to  circumstances. 

3.  If  possible  the  president  will  preside  (at  the)  reception. 

4.  Man    (is   not   a)  slave   (to  his)  surroundings,   (or  the)  child  of 
circumstances. 

5.  Profound  wisdom  is  the  result  of  much  study  and  labor. 

6.  The  intellectual  achievements  (of  the)  (present  age)  are  wonderful. 

7.  The  Declaration  of  Independence  is  indeed  a  wonderful  piece  of 
writing. 

8.  (It   is)    sometimes   necessary    (to  do   things)    (that     are)     very 
unpleasant. 

9.  Their  publication  is  an  exponent   (of  the)   National  Teachers' 
Association. 

10.  The   assembly  adopted  the   constitution  without  considering  the 
proposed  amendment.   I0° 

11.  The  president  delivered  his  address  (in  the)  presence  (of  a)  large 
audience. 

12.  Science,  literature,  and  art  were  sadly  neglected  (in  those)  early 
days. 

13.  (You  should)  never  attempt  to  explain  (a  thing)  which  you  (do 
not)  understand. 

14.  The  evidence  was  circumstantial,  but  the  jury  gave  him  judgment 
for  $25,000. 

15.  Companies  representing  hundreds  of  thousands  of  dollars  each 
are  making  (this  a)  regular  business. 

16.  Short-hand  societies  are  becoming  an  indispensable  factor  (in  the) 
promulgation  (of  the)  art. 

17.  Whether  (he  is)  willing  to  work  under  the  present  circumstances 
or  not  is  certainly  more  than  I  (can  say). 

1 8.  The   audience  was  largely  composed  2°°  of  teachers,  lawyers, 
physicians,  farmers,  carpenters,  clergymen,  musicians  and  politicians. 

19.  The  world  has  undergone   a   great    revolution   in  (all   of  the) 
departments  of  human  achievement  since  the  Reformation. 

20.  We  beg  to  acknowledge  the  receipt  of  your  esteemed  communi- 
cation relative  to  our  insurance  business. 


WRITING    EXERCISES.  173 

21.  Book-keeping,  arithmetic,  grammar,  writing,  commercial  law  and 
modern  languages  are  taught  (in  the)  business  college. 

22.  Mr.  President  and  Fellow  Citizens, —  I  beg  to  call  your  attention 
(in  this)  brief  talk  to  the  cause  of  intemperance. 

23.  (It  is  of)   little  consequence  whether   he   can   demonstrate  the 
proposition  according  to  rule  (or  not). 

24.  Notwithstanding  (all   that)   (has  been)  3°°  said,  I  cannot  under- 
stand why  an  intelligent  man  should  cast  his  vote  (in  that)  direction. 

25.  Manufacturing  establishments  were  never  before  (in  the)  history 
(of  our)  country  (in  such  a)  paralyzed  condition. 

26.  Under  the  present   circumstances  no  man  need  expect  to  succeed 
unless  (he  is)  thoroughly  equipped  for  the  business  of  life. 

27.  The  gentleman  raised  an  ob-jection  to  the  establish-ment  (of  a) 
constitutional  form  of  government. 

28.  He    improved    the    opportunity     by     stating  his    objection    to 
the  amendment  '^mediately. 

29.  A  thorough  knowledge  (of  all  the)  circumstances  surrounding  the 
case  is  nevertheless  indispensable. 

30.  (It  has  been)  said  that  honesty,  industry,  integrity  and  4°°  per- 
severance are  the  keys  to  success. 

31.  I  am  perfectly  satisfied  that  (he  will)  succeed  in  everything  (that 
he)    undertakes,    notwithstanding  (all  the)  difficulties  (that  are)  likely  to 
arise. 

32.  Legislative   bodies  of  more   than   half  the  states   have  already 
passed  bills  (by  which)  they  hope  to  overcome  its  objectionable  features. 

33.  (Any  one)  (who  is)  interested  (in  the)  subject  of  practical  educa- 
tion will  certainly  admit,  that  (it  is  of)  great  importance  to  young  men  and 
women  beginning  life. 

34.  Commercial  life   demands   men  of  practical   ability;  men   who 
(have)  thorough  knowledge  of  business  accounts ;    men   (who  are)  capable 
of  bearing  great  responsibilities ;  5°°  men  who  take  advantage  of  every 
opportunity;  men  who  know  how  the  world  does  business  to-day.  17-517 


174  THE    NEW    RAPID. 

EXTRACTS. 


*  *  *  *  Permit  me  to  remark  also  that  (in  the)  solution  of  your  life- 
problem,  I  believe  that  one's  work  is  .often  modified  by  influences  from  on 
high.  (There  is  a)  God  that  presides  over  the  destinies  of  men  and  nations ; 
"  (There's  a)  divinity  that  shapes  our  ends,  rough  hew  them  how  (we  will)." 
We  (may  not  be)  able  to  pick  up  the  threads  of  divine  influence  and  trace 
them  through  the  tangled  web  of  human  life,  but  I  believe  them  (to  be) 
there  blended  with  nature  and  free  will  and  uniting  them  into  a  completer 
unity  and  harmony  (in  the)  accomplishment  wo  (of  our)  life  work.  Man 
seems  to  stand  between  two  worlds  :  the  world  of  matter  and  the  world  of 
spirit.  (He  has)  the  power  of  reaching  down  to  nature  with  (one  hand) 
and  up  to  God  (with  the  other)  hand,  and  uniting  both  of  these  elements 
(in  the)  solution  (of  his)  life-problem.  Nature  is  master  (in  a)  lower  sense, 
man  is  master  (in  a)  much  higher  sense,  God  is  master  (in  the)  highest  and 
broadest  sense. 

I  admonish  you,  therefore,  amid  the  ab-sorbing  cares  of  business,  to 
bear  in  mind  the  existence  of  this  divine  element  in  your  problem  2°°  and 
to  arm  yourself  with  this  power  from  on  high.  I  know  that  I  am  touching 
on  delicate  ground  (in  this)  advice,  but  (to  me)  the  truth  of  divine  influence 
is  written  (on  the)  (face  of  the)  universe.  As  the  sunlight  of  heaven  puts 
its  golden  arms  around  the  plant  and  lifts  (it  up)  into  blossom  and  fruitage, 
(so  the)  light  of  divine  truth  (in  the)  human  soul  will  lift  (it  up)  into 
that  higher  moral  alti-tude  (that  will)  (make  you  a)  blessing  (and  an) 
honor  to  mankind. 

Remember,  therefore,  (in  the)  solution  of  your  life-problem  these  three 
factors  —  nature,  3°°  self,  and  God.  Endeavor  to  select  the  most  favorable 
circumstances  (in  which)  to  labor,  mould  these  circumstances  wisely  to  the 
high  purpose  (you  have)  in  view,  and  seek  aid  from  that  divine  source  of 
power  (that  will)  stimulate  you  to  the  highest  ac-tivity  and  aid  you  in 
attaining  the  highest  success.  51 — 35'  *  *  *  * 


*  *  *  *  Show  me  a  man  who  keeps  his  appointments  and  I  will  show 
you  a  man  of  business.  A  tradesman  should  (never  be)  behind  time  (one 
minute).  Attention  to  this  apparently  minor  consideration  (has  been)  the 
making  of  thousands  of  individuals.  It  proves  a  man  (to  be)  active  and 
industrious  (and  one)  (who  is)  alive  to  (all  the)  duties  (of  his)  calling.  It 


WRITING    EXERCISES.  175 

causes  him  (to  be)  well  spoken  (of  and)  creates  a  confidence  (in  his) 
integrity  that  (may  be)  of  vast  service  (to  him)  through  life.  In  the  multi- 
farious tran-sactions  (with  the)  world  I  have  seen  so  many  and  i°°  so  great 
evils  resulting  from  a  want  of  punctuality  that  I  may  feel  bound  to  urge  its 
ob-servance  as  a  most  solemn  duty.  23— 123  *  *  *  * 


*  *  *  *  The  prevailing  tendency  (is  to)  neglect  the  study  of  sys- 
tematic rhetoric.  The  predjudice  against  it  arises  (from  a)  misapprehension 
of  its  nature  and  claims.  (It  is  not)  a  system  of  minute  technical  and  arbi- 
trary rules,  but  (of  the)  general  principles  (on  which)  the  com-munication 
of  thought  depends.  It  offers  the  results  (of  the)  experience  of  those  (who 
have)  excelled  (in  the)  art  of  convincing  and  persuading.  The  question 
then  is, —  whether  (it  is  not)  more  advant-ageous  for  the  beginner  to  learn 
these  principles  from  the  experience  of  others,  than  (to  be)  taught  them  by 
the  tedious  and  frequently  mortifying  lessons  I0°  (of  his)  own  experience. 
There  (can  be)  but  one  answer  to  this  question.  General  as  the  knowledge 
imparted  (must  be),  (it  will)  aid  (in  the)  formation  of  good  habits  and  (in 
the)  preventing  of  bad  ones ;  will  save  from  (many  a)  blunder;  will  confer 
that  readiness  and  certainty  which  rests  on  the  clear  knowledge  (of  the) 
principles  (of  the)  art;  and  will  impart  the  sense  of  freedom  which  springs 
from  the  conscious  submission  to  law.  75— '75  *  *  *  * 


*  *  *  *  However  smooth  and  calm  the  sea  of  life  may  seem  to  you 
now,  (when  you)  once  are  fairly  upon  it  (you  will)  find  it  frequently 
roughened  by  fierce  storms,  (and  these)  storms  will  master  you  unless  you 
can  bear  up  against  the  wind  or  run  before  it.  Your  studies  (have  been) 
but  the  play  of  business  life;  soon  (you  will  be)  among  its  realities.  Your 
swords  (now  are)  in  their  scabbards ;  out  there  they  (must  be)  drawn  and 
prove  their  metal. 

The  man  who  has  no  grit  (in  his)  disposition,  no  pluck  (in  his)  heart, 
(will  be)  trampled  to  death  i°°  (in  the)  march  and  collisions  of  business 


I  76  THE    NEW    RAPID. 

corn-plications.  No  ac-cident  of  birth,  plethoric  bank-account,  no  educa- 
tion, no  human  friend-ship,  can  stand  the  strain  that  (shall  be)  put  (upon 
you).  Clear  the  difficulties  that  shall  rise,  master  the  op-positions  that  shall 
muster.  Your  hand  upon  affairs  (must  be)  strong.  There  (must  be)  bones 
in  your  body,  or  (you  will  be)  crushed  into  the  pulp  (of  an)  overwhelming 
failure.  69—169  *  *  *  * 


*  *  *  *  As  most  persons  are  obliged  to  employ  themselves  usefully  to 
ob-tain  the  means  of  support,  (and  as)  different  occupations  require  differ- 
ent kinds  of  talent  and  bodily  constitution,  it  becomes  a  matter  of  moment 
to  all  who  must  earn  a  living,  by  labor  of  (head  or  hand),  to  select  (such  a) 
profession  or  business  as  (shall  be),  (on  the)  whole,  best  suited  for  the  con- 
stitution, the  type  of  talent  and  mental  character  (of  the)  person,  (so  as  to) 
attain  the  largest  amount  of  success  (with  the)  least  friction  of  mind  or 
burden  to  the  constitution.  (It  is)  true,  doubtless,  that  100  ninety-nine  men 
(out  of  a)  hundred  could  win  a  comfortable  support  if  rightly  related  to 
business,  (or  if)  the  proper  profession  or  oc-cupation  were  adopted  and 
followed;  but  people  are  misplaced;  those  who  (ought  l°  be)  in oc-cupations 
demanding  robust  strength  and  vigor  are  sometimes  placed  (in  a)  light, 
delicate  business,  greatly  to  the  discom-fort  (of  the)  operator;  (in  other) 
cases  those  (who  are)  delicate  and  slender  are  placed  in  pursuits  that 
demand  strength  and  bodily  endurance  beyond  their  ability  to  meet.  Parents 
choose  for  their  children  professions  or  pursuits  which  they  think  are  easy 
or  remunera-tive,  without  stopping  2°°  to  inquire  whether  by  in-struction, 
by  mental  development,  by  habits  of  character,  (there  is  an)  adaptation  to 
the  business  adopted ;  (one  who)  (should  be)  a  jeweler  is  made  a  blacksmith, 
(one  who)  (should  be)  a  carpenter  is  made  a  tailor,  and  (one  who)  (should 
be)  employed  as  a  blacksmith  is  sometimes  put  (in  a)  fancy  store. 

The  study  (of  the)  temperaments  and  phren-ological  developments 
would  direct  each  boy  to  the  right  trade  or  oc-cupation,  where  he  could,  (on 
the)  whole,  (do  the)  world  and  himself  the  most  good,  and  maintain  his 
health,  his  cheerfulness  and  his  morals.  96—296  *  *  *  * 


WRITING    EXERCISES.  177 

CHOICE  SELECTIONS  FROM  THE  BIBLE. 


"  The  fear  (of  the)  Lord  is  the  beginning  of  knowledge :  but  fools 
despise  wisdom  and  in-struction." 

"  My  son,  forget  not  my  law ;  but  let  thine  heart  keep  my  command- 
ments :  for  length  of  days,  and  long  life,  and  peace,  shall  they  add  unto 
thee." 

"  In  all  thy  ways  acknowledge  him,  and  (he  shall)  direct  thy  paths." 

"  The  Lord  by  wisdom  hath  founded  the  earth ;  by  understand-ing 
hath  he  established  the  heavens." 

"  Withhold  not  good  from  them  to  whom  (it  is)  due,  when  (it  is)  in. 
the  power  of  thine  hand  to  do  it." 

"  For  wisdom  is  better  than  rubies  ;  and  (all  i°°  the  things)  that  may 
be  desired  (are  not  to  be)  compared  to  it." 

"  I  love  them  that  love  me ;  (and  those)  that  seek  me  early  shaU 
find  me." 

"  He  that  gathereth  in  summer  is  a  wise  son  :  but  he  that  sleepeth  in 
harvest  is  a  son  that  causeth  shame." 

"How  much  better  (it  is  to)  get  wisdom  than  gold;  (and  to)  get 
understand-ing  is  rather  (to  be)  chosen  than  silver." 

"He  (that  is)  slow  to  anger  is  better  than  the  mighty ;  and  he  that 
ruleth  his  spirit  than  he  that  t.iketh  a  city." 

"Wine  is  a  mocker,  strong  drink  is  raging;  2°°  and  whosoever  is 
deceived  thereby  is  not  wise." 

"  Love  not  sleep,  lest  thou  come  to  poverty  ;  open  thine  eyes  and  thou 
(shall  be)  satisfied  with  bread." 

"  A  Good  name  is  rather  (to  be)  chosen  than  great  riches,  and  loving 
favor  rather  than  silver  and  gold." 

"  Train  up  a  child  in  the  way  he  should  go;  and  when  (he  is)  old  (he 
will)  not  depart  from  it." 

"  Be  not  a  witness  against  thy  neighbor  without  cause ;  and  deceive 
not  with  thy  lips." 

"  If  thine  enemy  be  hungry,  give  him  bread  to  eat ;  and  if  he  be  thirsty, 
give  him  water  to  drink."  3°° 

"  He  (that  hath)  no  rule  over  his  own  spirit  is  like  a  city  (that  is) 
broken  down,  and  without  walls." 


178  THE    NEW    RAPID. 

"Answer  a  fool  according  (to  his)  folly,  lest  he  be  wise  (in  his)  own 
conceit." 

"Evil  men  understand  not  judgment:  but  they  that  seek  the  Lord 
understand  (all  things)." 

"  He  that  tilleth  his  land  (shall  be)  satisfied  with  bread ;  but  he  that 
followeth  vain  persons  is  void  of  understand-ing." 

"  A  soft  answer  turneth  away  wrath  :  but  grievous  words  stir  up  anger." 

"  Let  the  wicked  forsake  his  way,  (and  the)  unrighteous  man  his 
thoughts :  and  let  him  return  unto  the  Lord,  4°°  and  (he  will)  have  mercy 
upon  him;  and  to  our  God,  for  (he  will)  abundantly  pardon." 

"  But  seek  ye  first  the  (kingdom  of  God),  and  His  righteousness  ;  and 
all  (these  things)  (shall  be)  added  unto  you." 

"  Enter  ye  in  (at  the)  straight  gate :  for  wide  is  the  gate,  and  broad 
the  way,  that  leadeth  to  de-struction,  and  many  (there  be)  which  go  in 
thereat :  because  straight  is  the  gate,  and  narrow  the  way,  which  leadeth 
unto  life :  and  few  (there  be)  that  find  it." 

"  Come  unto  me  all  ye  that  labour  and  are  heavy  laden,  and  I  will 
give  you  5°°  rest.  Take  my  yoke  upon  you,  and  learn  of  me ;  for  I  am 
meek  and  lowly  in  heart :  and  ye  shall  find  rest  unto  your  souls.  For  my 
yoke  is  easy,  and  my  burden  is  light." 

"  I  say  unto  you,  that  likewise  joy  (shall  be)  in  heaven  over  one  sinner 
that  repenteth,  more  than  over  ninety  and  nine  just  persons,  which  need  no 
repentance." 

"  For  God  so  loved  the  world,  (that  he)  gave  his  only  begotten  son, 
that  whosoever  believeth  (in  him)  (should  not)  perish,  but  have  ever- 
last-ing  life." 

"  Neither  is  there  salvation  (in  any  other)  :  for  (there  is)  none  600 
other  name  under  heaven  given  among  men  whereby  we  (must  be)  saved." 

"  Behold,  I  stand  (at  the)  door,  and  knock  :  if  any  man  hear  my  voice, 
and  open  the  door,  I  will  come  in  to  him,  and  will  sup  with  him,  and  he 
with  me." 

"  There  (shall  be)  hunger  no  more,  neither  thirst  any  more ;  neither 
shall  the  sun  light  on  them,  nor  any  heat.  For  the  Lamb  (which  is)  (in 
the)  midst  (of  the)  throne,  shall  feed  them,  and  shall  lead  them  unto  living 
fountains  of  water :  And  God  shall  wipe  away  all  tears  from  their 
eyes."  97— 69~ 


WRITING    EXERCISES.  179 


POETRY, 


MISCELLANEOUS  VERSES. 

Full  many  a  gem  of  purest  ray  serene, 

The  dark  unfathomed  caves  of  ocean  bear ; 

Full  many  a  flower  is  born  to  blush  unseen, 
And  waste  its  sweetness  on  the  desert  air. 

—  Gray. 

Our  whitest  pearl  we  never  find ; 

Our  ripest  fruit  we  never  reach  : 
The  flowery  moments  of  the  mind 

Drop  half  their  petals  in  our  speech. 

—  Holmes. 

Gather  ye  rosebuds  as  ye  may, 

Old  Time  is  still  a-flying; 
And  this  same  hour  that  smiles  to-day, 

To-morrow  will  be  dying. 

There  is  a  tide  in  the  affairs  of  men, 
Which,  taken  at  the  flood,  leads  on  to  fortune ; 
Omitted,  all  the  voyage  of  their  life 
Is  bound  in  shallows  and  in  miseries. 

The  heights  by  great  men  reached  and  kept 
Were  not  attained  by  sudden  flight ; 

But  they,  while  their  companions  slept 
Were  toiling  upward  in  the  night. 


l8o  THE    NEW    RAPID. 


THE  FAULT  OF  THE  AGE. 


The  fault  of  the  age  is  a  mad  endeavor 

To  leap  to  heights  that  were  made  to  climb ; 

By  a  burst  of  strength  or  a  thought  that  is  clever 
We  plan  to  outwit  and  forestall  Time. 

We  scorn  to  wait  for  the  thing  worth  having ; 

We  want  high  noon  at  the  day's  dim  dawn, 
We  find  no  pleasure  in  toiling  and  saving 

As  our  forefathers  did  in  the  good  times  gone. 

We  force  our  roses  before  their  season 

To  bloom  and  blossom  that  we  may  wear ; 

And  then  we  wonder  and  ask  the  reason 
Why  perfect  buds  are  so  few  and  rare. 

We  crave  the  gain,  but  despise  the  getting; 

We  want  wealth,  not  as  reward,  but  dower ; 
And  the  strength  that  is  wasted  in  useless  fretting 

Would  fell  a  forest  or  build  a  tower. 

To  covet  the  prize,  yet  to  shrink  from  the  winning ; 

•To  thirst  for  glory,  yet  fear  the  fight  — 
Why,  what  can  it  lead  to  at  last  but  sinning, 

To  mental  languor  and  moral  blight  ? 

Better  the  old  slow  way  of  striving 

And  counting  small  gains  when  the  year  is  done, 
Than  to  use  our  forces  all  in  contriving 

And  to  grasp  for  the  pleasure  we  have  not  won. 


WRITING    EXERCISES.  l8l 


STRIVE,  WAIT,  AND  PRAY. 


Strive  :   yet  I  do  not  promise 

The  prize  you  dream  of  to-day 
Will  not  fade  when  you  think  to  grasp  it, 

And  melt  in  your  hand  away ; 
But  another  and  holier  treasure, 

You  would  not  perchance  disdain, 
Will  come  when  your  toil  is  over, 

And  pay  you  for  all  your  pain. 

Wait :  yet  I  do  not  tell  you 

The  hour  you  long  for  now 
Will  not  come  with  its  radiance  vanished, 

And  a  shadow  upon  its  brow  ; 
Yet,  far  through  the  misty  future, 

With  a  crown  of  starry  light, 
An  hour  of  joy  you  know  not 

Is  winging  her  silent  flight. 

Pray :   though  the  gift  you  ask  for 

May  never  comfort  your  fears  — 
May  never  repay  your  pleadings  — 

Yet  pray  and  with  hopeful  tears ; 
An  answer,  not  that  you  long  for, 

But  diviner  will  come  one  day; 
Your  eyes  are  too  dim  to  see  it, 

Yet  strive,  and  wait,  and  pray. 


182  THE    NEW    RAPID. 


TO-MORROW  AND  YESTERDAY. 


It  is  better  to  lean  tow' rd  to-morrow 
Than  to  weep  over  suns  that  are  set ; 

The  future  holds  hope  we  may  borrow, 
The  past  offers  only  regret. 

From  the  past  we  can  gain  no  concession  ; 

It  is  voiceless,  and  clothed  like  the  night 
But  the  fair  distant  hills  of  progression 

Are  crowned  with  a  glory  of  light. 

To-morrow's  white,  beautiful  pages 
Are  yours  to  write  on  as  you  may ; 

But  the  closed  ledgers  of  ages 
Are  yesterday's  leaves  locked  away. 

To  the  future  let  now  be  beholden, 
And  not  to  a  day  that  is  gone  ; 

There  never  was  sunset  so  golden 
But  lovelier  still  was  some  dawn. 

No  recompense,  no  satisfaction 

Reward  those  who  seek  for  the  past, 

But  the  soul  that  is  restless  with  action 
Will  find  all  it  longs  for  at  last. 


WRITING    EXERCISES.  183 


HOW  TO  LIVE. 


So  live,  that  when  thy  summons  comes  to  join 
The  innumerable  caravan,  that  moves 
To  that  mysterious  realm  where  each  shall  take 
His  chamber  in  the  silent  halls  of  death, 
Thou  go  not  like  the  quarry  slave  at  night 
Scourged  to  his  dungeon,  but  sustained  and  soothed 
By  an  unfaltering  trust,  approach  thy  grave 
Like  one  who  wraps  the  drapery  of  his  couch 
About  him,  and  lies  down  to  pleasant  dreams. 


Why  do  we  heap  huge  mounds  of  years 

Before  us  and  behind, 
And  scorn  the  little  days  that  pass 

Like  angels  on  the  wind  ? 


Courage,  brother,  do  not  stumble 

Though  thy  path  be  dark  as  night ; 
There's  a  star  to  guide  the  humble, 

Trust  in  God  and  do  the  right. 
Some  will  love  thee,  some  will  hate  thee 

Some  will  flatter,  some  will  slight. 
Cease  from  man  and  look  above  thee. 

Trust  in  God  and  do  the  right. 


184  THE    NEW    RAPID. 


COURT  NOTES. 


In  court  reporting  there  is  such  a  repetition  of  certain 
expressions  that  phrasing  can  be  used  more  extensively  than 
in  any  other  line  of  work.  The  plate  to  the  right  illustrates 
the  writing  of  court  testimony. 

The  long  period  is  used  only  after  questions.  This  is  for 
the  purpose  of  showing  at  a  glance  just  where  the  answer 
begins,  therefore  in  all  other  cases  the  regular  cross  period  is 
employed.  Questions  are  always  commenced  on  a  new  line, 
while  the  answer  is  allowed  to  follow  immediately  after  it, 
occupying  as  many  lines  as  necessary.  This  method  enables 
the  reporter  to  utilize  the  entire  page  of  his  note  book,  and 
thereby  save,  in  a  few  days'  time,  a  large  amount  of  paper  as 
compared  with  the  old  method  in  use  by  many  reporters. 

When  an  objection  is  made  to  a  question,  a  second  long 
period  is  struck  to  isolate  the  objection  more  distinctly  from 
the  rest  of  the  writing. 

The  words  plaintiff  and  witness  are  very  frequent  in  court 
reporting  and  should  be  written  as  given  on  the  first  line. 


WRITING    EXERCISES. 


1 85 


COURT   NOTES. 


l86  THE    NEW    RAPID. 

BENEFITS  OF  SHORT-HAND. 


*  *  *  *  "  A  practical  ac-quaintance  (with  the)  art  of  short-hand  is 
highly  favorable  to  the  improvement  (of  the)  mind,  invigorating  all  its  fac- 
ulties, and  drawing  forth  all  its  resources.  The  close  attention  requisite  in 
following  the  voice  (of  the)  speaker,  induces  habits  of  patience,  persever- 
ance and  watchfulness,  (which  will)  gradually  extend  themselves  (to  other) 
pursuits  and  a-vocatiojis,  (and  at)  length  inure  the  writer  to  exercise  them 
(on  every)  occasi0n  in  life.  When  writing  in  public  (it  will)  (also  be) 
a-bsolutely  necessary  to  distin-guish  and  adhere  to  the  train  of  thonght 
which  runs  through  the  discourse,  (and  to)  ob-serve  the  modes  of  its  '°» 
con-nection.  This  will  naturally  (have  a)  tendency  to  endue  the  mind  with 
quickness  of  apprehension,  and  will  impart  an  habitual  readiness  and  dis- 
tinctness of  perception,  (as  well  as)  a  methodical  simplicity  of  arrangement, 
which  (can  not)  fail  to  conduce  greatly  to  mental  superiority.  The  judgment 
(will  be)  strengthened,  (and  the)  taste  refined ;  (and  the)  practitioner  willr 
by  degrees,  become  habituated  to  seize  the  original  and  leading  parts  (of  a) 
discourse  or  harangue,  (and  to)  reject  whatever  is  commonplace,  trivial,  or 
uninteresting. 

"  The  memory  is  also  improved  by  the  practice  of  sten-ography.  The 
ob-ligation  the  writer  is  under  to  retain  (in  2<»his)  mind  the  last  sentence 
(of  the)  speaker,  (at  the)  same  time  (that  he  is)  carefully  attending  to  the 
follow-ing  one,  (must  be)  highly  beneficial  (to  that)  faculty,  which,  (more 
than)  (any  other),  owes  its  improvement  to  exercise.  And  so  (much  are) 
the  powers  of  retention  strengthened  and  expanded  by  this  exertion,  (that  a) 
practical  sten-ographer  will  frequently  recollect  more  without  writing  (than  a) 
person  unac-quainted(with  the)  art  could  copy  (in  the)  time  by  the  use  of 
common-hand. 

"(It  has  been)  justly  ob-served,  'this  science  draws  out  (all  the) 
powers  (of  the)  mind; — it  excites  invention,  improves  the  3°° ingenuity* 
matures  the  judgment,  and  endows  the  retentive  faculty  with  those  superior 
advant-ages  of  precision,  vigilance,  and  perseverance.' 

"  The  facility  it  affords  to  the  ac-quisition  of  learning  (ought  to)  render 
(it  an)  indispensable  branch  (in  the)  education  of  youth.  (To  be)  enabled 
to  treasure  up  for  future  study  the  substance  of  lectures,  sermons,  etc.,  is 
an  accom-plishment  attended  with  so  many  evident  advant-ages  that  it 
stands  in  no  need  of  recom-mendation.  (Nor  is  it)  a  matter  of  small 


WRITING    EXERCISES.  187 

importance,  that  by  this  art  the  youthful  student  is  furnished  with  an  easy 
means  of  making  a  number  of  valuable  extracts  (in  the)  4°°  moments  of 
leisure,  and  of  thus  laying  up  a  stock  of  knowledge  (for  his)  future  occa- 
sions. The  pursuit  of  this  art  materially  contributes  to  improve  the  student 
(in  the)  principles  of  grammar  and  composition.  While  tracing  the  various 
forms  of  expression  (by  which)  the  same  sentiment  (can  be)  conveyed ; 
and  while  endeavoring  to  represent,  by  modes  of  con-traction,  the  depen- 
dence (of  one)  word  upon  Another,  (he  is)  insensibly  initiated  (in  the)  sci- 
ence of  universal  lan-guage,  and  particularly  (in  the)  knowledge  (of  his) 
native  tongue. 

"  The  rapidity  (with  which)  it  enables  a  person  to  commit  his  own 
thought  to  the  safety  5°°  of  manuscript,  also  renders  (it  an)  ob-ject  pecu- 
liarly worthy  of  regard.  By  this  means  many  ideas  which  daily  strike  us, 
and  (which  are)  lost  before  (we  can)  record  them  (in  the)  usual  way,  (may 
be)  snatched  from  de-struction,  and  preserved  till  mature  deliberation  can 
ripen  and  perfect  them. 

"  (Such  are)  the  bless-ings  which  short-hand,  like  a  generous  benefactor 
bestows  indiscriminately  (on  the)  world  at  large.  But  (it  has)  additional 
and  peculiar  favors  in  store  for  those  (who  are)  so  far  convinced  of  its  utility 
as  personally  to  engage  in  its  pursuit.  The  advant-ages  result-ing  from  the 
exercise  (of  this)  art  &>°  (are  not),  (as  is)  the  case  with  (many  others),  con- 
fined (to  a)  particular  class  of  society ;  for  though  (it  may)  seem  more  im- 
mediately calculated  for  those  whose  business  (it  is  to)  record  the  eloquence 
of  public  men,  (and  the)  proceed-ings  of  popular  assemblies,  yet  it  offers  its 
assistance  to  persons  (of  every)  rank  and  station  in  life — to  the  man  of  busi- 
ness (as  well  as)  the  man  of  science  —  for  the  purpose  of  private  convenience 
as  well  as  of  general  information."  81 — 681  *********** 


1 88  THE    NEW    RAPID. 


LEARNING  AND  WISDOM. 


*  *  *  *  But  I  stay  too  long  from  the  definition  (of  the)  legitimate 
sphere  and  real  value  of  learning.  Whenever  learning  becomes  tribu-tary 
to  wisdom,  it  occupies  its  legitimate  sphere,  and  by  the  amount  of  its  tribute 
(is  it)  valuable.  The  soul  that  abides  in  learning  (as  an)  end — that  pursues 
learning  (as  an)  end — that  finds  (in  it)  food,  raiment  and  guidance — that 
surrenders  itself  to  the  records  of  other  minds,  perverts  learning  and  perverts 
itself.  The  soul  that  uses  learning  (as  a)  means  (by  which)  to  project 
itself  into  a  higher  life — that  stands  (upon  it)  (with  all)  its  truth  100  and  all 
its  falsehood,  as  (upon  a)  platform  from  which  it  may  survey  a  better  truth 
(and  a)  nobler  issue — uses  learning  aright,  (and  is)  enriched.  The  future 
(is  an)  untrodden  realm.  Around  each  step,  as  the  world  advances,  new 
circumstances  will  gather,  new  emergencies  arise,  new  problems  present 
themselves  for  solution.  With  these  circumstances,  emergencies,  and  prob- 
lems, the  common  sense  and  wisdom  (of  the)  world  (are  to)  deal,  (and  not) 
the  world's  learning.  We  (do  not)  repeat  through  unvarying  cycles  the 
experiences  (of  the)  past.  Comparatively  little  (of  the)  records  of  life  and 
thought  (of  the  ages)  (that  are)  2°°  gone  (can  have)  direct  relation  (to  the 
ages)  (that  are)  to  come.  If  the  learned  men  (of  the)  present  find  them- 
selves left  behind  (in  the)  race  of  life,  (it  is)  simply  and  only  because,  while 
they  (have  been)  walking  among  graves,  or  busy-ing  themselves  with  facts 
for  which  the  real  life  (of  the)  world  has  no  use,  the  wisdom  and  (common 
sense)  (of  the)  world  have  got  in  advance  of  them.  A  man  must  sell  his 
ware  (at  the)  rate  (of  the)  market,  not  only,  (but  he)  must  supply  the  mar- 
ket with  what  it  demands.  95—295 


WRITING    EXERCISES.  189 

REMARKS  ON  EDUCATION. 


BY  WILLIAM  E.   CHANNING,   D.   D. 

*  *  *  *  (One  of  the)  discour-aging  views  of  society  (at  the)  present 
moment  is,  that  whilst  much  is  said  of  education,  hardly  any  seem  to  feel 
the  necessity  of  secur-ing  (to  it)  the  best  minds  (in  the)  community,  and  of 
securing  them  (at  any)  price.  A  juster  estimate  of  this  office  begins  (to  be) 
made  in  our  great  cities  ;  but,  generally,  it  seems  (to  be)  thought  that  any- 
body may  become  a  teacher.  The  most  moderate  ability  is  thought  (to  be) 
competent  to  the  most  important  profession  in  society.  Strange,  too,  as  (it 
may)  seem,  on  this  point  parents  claim  (to  be)  economical.  'oo  They  who 
squander  thousands  on  dress,  furniture,  amusements,  think  it  hard  to  pay 
compara-tively  small  sums  to  the  in-structor;  and  through  this  ruinous 
economy,  (and  this)  ig-norance  (of  the)  dignity  (of  a)  teacher's  vocation* 
they  rob  the  children  of  aid  (for  which)  the  treasures  of  worlds  can  afford 
no  compensation. 

(There  is)  no  office  higher  (than  that)  (of  a)  teacher  of  youth,  for 
(there  is)  nothing  on  earth  so  precious  as  the  mind,  soul,  character  (of  the) 
child.  No  office  (should  be)  regarded  with  greater  respect.  The  first  minds 
(in  the)  community  (should  be)  encour-aged  to  assume  it.  Parents  (should 
200  do)  all  but  impoverish  themselves  to  induce  such  (to  become)  the 
guardians  and  guides  (of  their)  children.  To  this  good,  (all  their)  show 
and  luxury  (should  be)  sacrificed.  Here  they  (should  be)  lavish,  whilst  they 
straiten  themselves  in  (everything  else).  (They  should)  wear  the  cheapest 
clothes,  live  (on  the)  plainest  food,  if  they  can  in  (no  other)  way  secure  to 
their  families  the  best  in-struction.  They  (should  have)  no  anxiety  to  ac- 
cumulate property  for  their  children,  provided  they  (can  place)  them  under 
influences  (which  will)  awaken  their  faculties,  inspire  them  with  pure  and 
high  principles,  and  fit  them  to  30°  bear  a  manly,  useful,  and  honorable  part 
(in  the)  world.  No  language  can  express  the  cruelty  or  folly  (of  that) 
economy  which,  to  leave  a  fortune  (to  a)  child,  starves  his  intellect,  impov- 
erishes his  heart.  There  (should  be)  no  economy  in  education.  Money 
should  (never  be)  weighed  aganst  the  soul  (of  a)  child.  It  (should  be) 
poured  out  like  water  (for  the)  child's  intellectual  and  moral  life. 

We  know  not  how  society  (can  be)  aided  more  than  by  the  formation 
(of  a)  body  of  wise  and  efficient  educators.  We  know  not  any  class  which 
would  contribute  (so  much)  to  the  4°o  stability  (of  the)  state,  (and  to) 


190  THE    NEW    RAPID. 

domestic  happiness.  (Much  as)  we  respect  the  ministry  (of  the)  gospel, 
we  believe  that  (it  must)  yield  in  importance  to  the  office  of  training  the 
young.  In  truth,  the  ministry  now  accom-plishes  little  for  want  (of  that) 
early  intellectual  and  moral  discipline  (by  which)  alone  a  community  (can 
be)  prepared  to  distin-guish  truth  from  falsehood,  to  comprehend  the  in- 
structions (of  the)  pulpit,  to  receive  higher  and  broader  views  of  duty,  (and 
to)  apply  general  principles  to  the  diversified  details  of  life.  A  body  of 
cultivated  men,  devoted,  with  their  whole  hearts,  to  the  improvement  of 
education  and  to  the  5°°  most  effectual  training  (of  the)  young,  would  work 
a  fundamental  revolution  in  society.  They  would  leaven  the  community 
with  just  principles.  Their  influence  would  penetrate  our  families.  Our 
domestic  discipline  would  no  longer  be  left  to  ac-cident  and  impulse. 
What  parent  (has  not)  felt  the  need  of  this  aid,  (has  not)  often  been  de- 
pressed, heart-sick,  under  the  consciousness  of  ig-norance  (in  the)  great 
work  of  swaying  the  youthful  mind ! 

(We  have)  spoken  (of  the)  office  (of  the)  education  of  human  beings  as 
the  noblest  on  earth,  and  have  spoken  deliberately.  (It  is)  more  import- 
ant (than  that)  (of  the)  statesman.  The  statesman  may  set  fences  round, 
our  property  and  dwellings ;  (but  how)  (much  more)  are  we  indebted 
(to  him)  who  calls  forth  the  powers  and  af-fections  (of  those)  for  whom 
our  property  is  earned,  and  our  dwellings  are  reared,  and  who  renders 
our  children  objects  of  increasing  love  and  respect !  We  go  farther.  We 
maintain  that  higher  ability  is  required  for  the  office  (of  an)  educator  (of 
the)  young  than  (for  that)  (of  a)  statesman.  The  highest  ability  (is  that) 
which  penetrates  farthest  into  human  nature,  comprehends  the  mind  (in 
all)  its  [capacities,  traces  out  the  laws  of  thought  and  7°°  moral  action, 
understands  the  per-fection  (of  human)  nature  and  how  (it  may  be)  ap- 
proached, understands  the  springs,  motives,  ap-plications,  (by  which  the) 
child  (is  to  be)  roused  to  the  most  vigorous  and  harmonious  action  (of  all) 
its  faculties,  understands  its  perils,  and  knows  (how  to)  blend  and  modify 
the  influences  which  outward  circumstances  exert  (on  the)  youthful  mind. 
The  speculations  of  statesmen  are  shallow  compared  with  these.  (It  is) 
the  chief  function  (of  the)  statesman  to  watch  over  the  outward  interests 
(of  a)  people, — that  (of  the)  educator  to  quicken  its  soul.  The  statesman 
must  study  and  man-age  the  passions  800  and  prejudices  (of  the)  community  ; 
the  educator  must  study  the  essential,  the  deepest,  the  loftiest  principles  (of 
human)  nature.  The  statesman  works  with  coarse  instruments  for  coarse 


WRITING    EXERCISES.  1QI 

«nds ;    the  educator  (is  to)  work  (by  the)  most  refined  influences  (on  that) 
delicate,  ethereal  essence,  the  immortal  soul. 

One  great  cause  (of  the)  low  estimation  (in  which)  the  teacher  is  now 
held  (may  be)  found  in  narrow  views  of  education.  The  multitude  think 
that  to  educate  a  child  (is  to)  crowd  into  its  mind  a  given  amount  of 
knowledge,  to  teach  the  mechanism  of  reading  and  writing,  to  load  the 
memory  with  9°°  words,  to  prepare  a  boy  for  the  routine  (of  a)  trade.  No 
wonder  (then  that)  they  think  almost  everybody  fit  to  teach.  The  true 
end  of  education,  as  (we  have)  (again  and  again)  suggested,  (is  to)  unfold 
and  direct  aright  our  whole  nature.  Its  office  (is  to)  call  forth  power  of 
every  kind, — power  of  thought,  af-fection,  will  and  outward  action;  power 
to  observe,  to  reason,  to  judge,  to  contrive ,  power  to  adopt  good  ends 
firmly,  and  to  pursue  them  efficiently ;  power  to  govern  ourselves, 
(and  to)  influence  others ;  power  to  gain  (and  to)  spread  happiness. 
Reading  is  (but  an)  1000  instrument, — education  (is  to)  teach  its 
best  use.  The  intellect  was  created  not  to  receive  pas-sively  a  few  words, 
dates,  facts,  but  (to  be)  active  for  the  acquisition  of  truth.  Accordingly,  edu- 
cation should  labor  to  inspire  a  profound  love  of  truth,  (and  to)  teach  the 
processes  of  investigation.  A  sound  logic — (by  which)  we  mean  the  science 
or  art  which  instructs  us  (in  the)  laws  of  reasoning  and  evidence,  (in  the) 
true  methods  of  inquiry,  and  (in  the)  sources  of  false  judgments — (is 
an)  essential  part  (of  a)  good  education.  (And  yet)  how  little  is  done  to 
teach  the  right  «oo  use  (of  the)  intellect  (in  the)  common  modes  of  training 
•either  rich  or  poor  !  (As  a)  general  rule,  the  young  are  (to  be)  made,  (as 
far  as)  possible,  their  own  teachers,  the  discoverers  of  truth,  the  interpreters 
of  nature,  the  framers  of  science.  (They  are)  (to  be)  helped  to 
help  themselves.  They  (should  be)  taught  to  ob-serve  and  study  the  world 
(in  which)  they  live,  to  trace  the  con-nections  of  events,  to  rise  from  par- 
ticular facts  to  general  principles,  (and  then)  to  apply  these  in  explaining 
new  phenomena.  Such  (is  a)  rapid  outline  (of  the)  intellectual  education, 
which,  (as  far  as)  possible,  (should  be)  given  to  all  human  beings ;  and 
with  this,  moral  education  should  go  (hand  in  hand).  In  proportion  as  the 
child  gains  knowledge,  he  (should  be)  taught  (how  to)  use  (it  well)  (how 
to)  turn  it  to  the  good  of  mankind.  He  should  study  the  world  as  God's 
world,  and  as  the  sphere  (in  which)  he  (is  to)  form  interesting  con-nections 
with  his  fellow-creatures.  A  spirit  of  humanity  (should  be)  breathed  into 
him  (from  all)  his  studies.  In  teaching  geography,  the  physical  and  moral 


IQ2  THE    NEW    RAPID. 

condition,  the  wants,  advant-ages,  and  striking  peculiarities  of  different 
nations,  (and  the)  relation  of  13°°  climates,  seas,  rivers,  mountains,  to  their 
characters  and  pursuits,  (should  be)  pointed  out,  (so  as  to)  awaken  an  interest 
in  man  wherever  he  dwells.  History  (should  be)  constantly  used  to  exer- 
cise the  moral  judgment  of  the  young,  to  call  forth  sympathy  (with  the) 
fortunes  (of  the)  (human  race),  (and  to)  expose  to  indignation  and  ab-hor- 
rence  that  selfish  ambition,  that  passion  for  dominion,  (which  has)  so  long 
deluged  the  earth  with  blood  and  woe.  And  not  only  should  the  excite- 
ment of  just  moral  feeling  be  proposed  (in  every)  study,  the  science  of 
morals  should  form  an  important  part  of  every  child's  '4°°  in-struction. 
.  One  branch  of  ethics  (should  be)  particularly  insisted  on  by  the  govern- 
ment. Every  school,  established  by  law,  (should  be)  specially  bound  to 
teach  the  duties  (of  the)  citizen  to  the  state,  to  unfold  the  principles  of  free 
institutions,  (and  to)  train  the  young  (to  an)  enlightened  patriotism.  From 
these  brief  and  imperfect  views  (of  the)  nature  and  ends  (of  a)  wise  educa- 
tion, we  learn  the  dignity  (of  the)  profession  to  which  (it  is)  intrusted, 
(and  the)  importance  of  securing  (to  it)  the  best  minds  (of  the)  com- 
munity. 88—1488  *  *  *  * 


FRAGMENT  OF  SPEECH. 

OF   HON.    A.    F.    FITCH. 


(MR.  CHAIRMAN  :)  (In  the)  brief  remarks  which  I  desire  to  make 
(on  the)  bill  under  consideration,  (in  the)  spirit  (of  the)  words  (which  I  have) 
just  read,  I  (do  not)  propose  to  discuss  at  length  the  arguments  which  gen- 
tlemen on  both  sides  of  the  House  have  already  fully  presented,  nor  shall 
I  attempt  to  review  (or  to)  put  a  new  mean-ing  (into  the)  great  mass  of 
custom  figures  (which  have  been)  so  carefully  prepared  and  explained  by 
the  gentlemen  (who  have)  preceded  me.  I  (do  not)  intend  to  debate  the 
question  (whether  or  not)  (we  shall  have  a)  tariff,  (or  whether)  «»  that 
tariff  (shall  be)  (one  for)  protection  (or  not). 

I  assume  that,  whether  (this  bill)  passes  (or  not),  (we  shall)  continue 
(to  have)  (in  this)  country  a  pro-tective  tariff,  (and  that)  pro-tective  tariff, 


WRITING    EXERCISES.  193 

if  (it  be)  fairly  adjusted,  if  its  burdens  be  distributed  with  justice  (so  far  as) 
interests  (of  my)  constituents  are  concerned,  I  expect  to  defend  and  advo- 
cate (as  long  as)  I  live.  And  (as  long  as)  I  live,  whenever  I  find  (in  the) 
tariff  laws  or  (in  any  other)  (of  the)  laws  which  effect  the  people  whom  I 
represent,  any-thing  which  seems  (to  me)  (in  any)  degree  2°°  unfair  or 
unjust,  I  (shall  not)  hesitate  to  advocate  their  revision  and  amendment. 
[Applause.]  I  propose  here  to  discuss  (at  this  time)  only  what  (seems  to 
me)  (to  be)  the  question  before  the  House,  (whether  or  not)  the  present 
tariff  (and  the)  free-list  which  accom-panies  it  should  remain  unchanged 
during  the  existence  (of  the)  Fiftieth  Congress. 

(In  the)  discussion  (of  this)  question.  I  (shall  not)  attempt  to  imitate 
the  gentlemen  (who  have)  with  such  wonderful  patience  and  industry  ex- 
amined the  views  (of  the)  earlier  Presidents  (and  the)  con-struction  (of 
the)  tariff  of  1789,  and  (who  have)  so  carefully  reviewed  3°°  the  whole 
course  of  legislation  on  this  subject  since  the  foundation  (of  the)  Republic. 
(They  have)  analyzed  (for  you)  every  fluct-uation  (in  the)  prices  (of  OUT) 
manu-factures,  (and  they  have)  accounted  satisfac-torily  for  each  financial 
crisis  (in  the)  history  (of  the)  country.  Every  statesman  who  has  (in  any 
way)  identified  himself  (with  this)  question  (has  been)  quoted  by  them, 
(and  every)  text-book  and  essay  (on  the)  subject  (has  been)  examined. 
Each  gentleman  has  found  (in  the)  same  material  the  most  convincing 
proof  that  his  particular  theory  was  correct  (and  that)  (of  his)  op-ponent 
mistaken. 

For  my  part,  and  (with  the)  4°°  utmost  deference  to  the  learn-ing  and 
ability  of  the  gentlemen(who  have)  spoken,  (I  am)  forced  to  believe  that, 
owing  to  the  changes  in  trans-portation,  invention  of  new  machinery,  the 
growth  and  development  (of  the)  country,  and  improvements  (which  have) 
accom-plished  modern  civilization  here  and  (all  over)  the  world,  the 
problem  presented  to  (us  is)  entirely  different  (from  that)  considered  by  the 
earlier  contestants  over  these  questions.  (It  seems)  (to  me)  that  no  two 
countries  in  Euiope  are  (to-day)  more  strikingly  different  (in  the)  manner 
(in  which)  their  inhabitants  live,  their  means  of  com-munication,  (and 
their)  business  customs  (than  are)  5°°  the  (United  Stages)  of  fifty  years 
ago  (and  the)  country  and  people  whose  interests  (we  are)  consider- ing 
here.  18—518  *  *  *  * 


194  THE  NEW  RAPID. 

PARLIAMENTARY  LAW. 


Parliamentary  Law  refers  originally  to  the  customs  and  rules  of  con- 
duct-ing business  (in  the)  English  Parliament;  (and  thence)  to  the  customs 
and  rules  (of  our)  own  legisla-tive  assemblies.  In  England  these  usages 
of  Parliament  form  a  part  (of  the)  unwritten  law  (of  the)  land,  and  (in 
our)  own  legisla-tive  bodies  (they  are)  of  authority  in  all  cases  where  they 
(do  not)  conflict  with  existing  rules  or  precedents. 

(But  as  a)  people  (we  have  not)  the  respect  which  the  English  have 
for  customs  and  precedents,  (and  are)  always  ready  for  such  innovations  as 
we  (think  are)  improvements,  and  hence  changes  (have  "»  been),  (and  are) 
constantly  being  made  (in  the)  written  rules  (which  our)  legisla-tive  bodies 
have  found  best  to  adopt.  (As  each)  house  adopts  its  own  rules,  it  results. 
(that  the)  two  houses  (of  the)  same  legislature  (do  not)  always  agree  (in 
their)  practice ;  even  in  Congress  the  order  of  precedence  of  motions  (is. 
not)  the  same  in  both  houses,  (and  the)  previous  question  is  admitted 
(in  the)  House  of  Representatives,  but  not  in  the  Senate.  (As  a)  con- 
sequence (of  this),  the  exact  method  of  conduct-ing  business  (in  any) 
particular  legisla-tive  body  is  (to  be)  obtained  only  from  the  Legisla-tive 
Manuel  2°°  (of  that)  body. 

The  vast  number  of  societies,  political,  literary,  scientific,  benevolent 
and  religious,  formed  (all  over  the  land),  though  not  legisla-tive,  are 
delibera-tive  in  character,  and  (must  have)  some  system  of  conduct-ing 
business,  and  some  rule  to  govern  their  proceed-ings,  (and  are)  necessarily 
subject  to  the  common  parliamentary  law  where  it  (does  not)  conflict  (with 
their)  own  special  rules.  (But  as)  their  knowledge  of  parliamentary  law 
(has  been)  ob-tained  from  the  usages  (in  this)  country,  rather  than  from  the- 
customs  of  Parliament,  (it  has)  resulted  that  these  societies  have  followed 
the  customs  (of  our)  own  legisla-tive  bodies,  and  our  3°°  people  have  thus 
been  educated  under  a  system  of  parliamentary  law  (which  is)  peculiar  to 
this  country,  (and  yet)  so  well  established  (as  to)  supersede  the  English 
parliamentary  law  as  the  common  law  of  ordinary  delibera-tive  assemblies. 

The  practice  (of  the)  National  House  of  Representatives  (should 
have)  the  same  force  (in  this)  country  as  the  usages  (of  the)  House  of 
Commons  have  in  England,  in  determin-ing  the  general  principles  (of  the) 
common  parliamentary  law  (of  the)  land ;  but  it  (does  not)  follow  that  in 
every  matter  of  detail  the  rules  of  Congress  (can  be)  appealed  to  as  the 


WRITING    EXERCISES.  195 

common  law  400  govern-ing  every  delibera-tive  assembly.  (In  these) 
matters  of  detail,  the  rules  (of  each)  House  of  Congress  are  adapted  to 
their  own  peculiar  wants,  (and  are)  of  no  force  whatever  (in  other) 
assemblies.  But  upon  all  great  parliamentary  questions,  (such  as)  what 
motions  (can  be)  made,  (what  is)  their  order  of  precedence,  which  (can  be) 
debated,  (what  is)  their  effect,  etc.,  the  common  law  (of  the)  land  is  settled 
by  the  practice  (of  the)  United  States  House  of  Representa-tives,  (and  not) 
by  that  (of  the)  English  Parliament,  the  United  States  Senate,  or  (any 
other)  body. 

While  in  extreme  cases  (there  is  5°°  no)  difficulty  in  decid-ing  the 
question  (as  to)  whether  the  practice  of  Congress  determines  the  common 
parliamentary  law,  yet  between  these  extremes  (there  must)  necessarily  (be 
a)  large  number  of  doubtful  cases  (upon  which)  there  (would  be)  great 
difference  of  opinion,  (and  to)  avoid  the  serious  difficulties  always  aris-ing 
(from  a)  lack  of  definiteness  (in  the)  law,  every  delibera-tive  assembly 
should  imitate  our  legisla-tive  bodies  in  adopting  Rules  of  Order  (for  the) 
conduct  of  their  business.  76— S76 

— Roberts'  Rules  of  Order ^ 


GARFIELD'S  ADVICE  TO  YOUNG  MEN. 


*  *  *  *  Now,  young  gentlemen,  (let  me)  (for  a)  moment  address  you 
touching  your  success  in  life,  and  I  hope  the  very  brevity  of  my  remarks 
will  increase  the  chance  of  their  making  a  lodgment  (in  your)  minds.  (Let 
me)  beg  you,  (in  the)  outset  of  your  career,  to  dismiss  from  your  minds  all 
idea  of  succeeding  by  luck.  (There  is)  no  more  common  thought  among 
young  people  (than  that)  foolish  one  that  (by-and-by)  some-thing  will  turn 
up  (by  which)  (they  will)  suddenly  achieve  fame  or  fortune.  No,  young 
gentlemen,  things  don't  turn  up  (in  this)  world  unless  somebody  turns  *=<> 
them  up.  Inertia  is  (one  of  the)  indispensable  laws  of  matter,  (and  things) 
lie  flat  where  (they  are)  until  by  some  intelligent  spirit  [for  nothing  but 
spirit  makes  motion  in  this  world]  (they  are)  endowed  with  activity  and  life. 
(Do  not)  dream  that  some  good  luck  is  going  to  happen  to  you  and  give 


196  THE    NEW    RAPID. 

(you  a)  fortune.  Luck  is  an  join's  fatuus  —  you  may  follow  it  to  ruin,  but 
not  to  success.  The  great  Napoleon,  who  believed  (in  his)  destiny, 
followed  it  until  he  saw  his  star  go  down  in  blackest  night,  when  the  Old 
Guard  perished  around  him  and  2°°  Waterloo  was  lost.  A  pound  of  pluck 
is  worth  a  ton  of  luck. 

(Young  men)  talk  of  trusting  to  the  spur  (of  the)  occasion.  That  trust 
is  vain,  occasions  cannot  make  spurs;  (you  must)  win  them.  If  you  wish 
to  use  them,  (you  must)  buckle  them  to  your  own  heels  before  you  go  into 
the  fight.  Any  success  you  may  achieve  (is  not)  worth  the  having  unless 
you  fight  for  it.  Whatever  you  win  in  life  (you  must)  conquer  by  your  own 
efforts,  (and  then)  (it  is)  yours  —  a  part  of  yourself.  [Applause.] 

(In  order)  (to  have)  any  success  in  30°  life,  or  any  worthy  success,  (you 
must)  resolve  to  carry  into  your  work  a  fulness  of  knowledge,  not  merely 
a  sufficiency.  (In  this)  respect  follow  the  rule  (of  the)  machinists.  If  they 
want  a  machine  (to  do)  the  work  of  six  horses,  they  give  (it  a)  nine-horse 
power,  (so  that)  they  (may  have  a)  reserve  of  three.  To  carry  (on  the) 
business  of  life  (you  must  have)  surplus  power.  Be  fit  for  more  (than  the 
thing)  (you  are)  now  doing.  Let  (every  one)  know  that  (you  have  a)  reserve 
in  yourself,  that  (you  have)  more  power  than  (you  are)  400  now  using.  If 
you  (are  not)  too  large  for  the  place  you  occupy,  (you  are)  too  small  for  it. 
How  full  our  country  is  of  bright  examples,  not  only  (of  those)  occupying 
some  proud  eminence  in  public  life,  but  in  every  place  you  may  find  men 
going  on  with  steady  nerve,  attracting  the  attention  (of  our)  fellow  citi/ens, 
and  carving  (out  for)  themselves  names  and  fortunes  from  small  and  humble 
beginnings  (and  in)  the  face  of  formidable  ob-stacles.  Young  gentlemen, 
(let  not)  poverty  stand  (as  an)  ob-stacle  (in  your)  way;  poverty  is  uncom- 
fortable, as  I  can  testify,  but  nine  times  s°°  (out  of)  ten  the  (best  thing)  that 
can  happen  (to  a)  young  man  is  (to  be)  tossed  overboard,  and  compelled  to 
sink  or  swim  for  himself.  In  all  my  ac-quaintance  I  (have  never)  known  one 
(to  be)  drowned  (who  was)  worth  the  saving.  [Applause.]  This  would 
(not  be)  wholly  true  (in  any)  country  but  (one  of)  political  equity  like  ours. 
The  editor  (of  one  of  the)  leading  magazines  in  England  told  me,  not 
many  months  ago,  a  fact  startling  enough  of  itself,  but  of  great  sig-nificance 
to  a  poor  man.  He  told  me  (that  he  had)  never  yet  known,  (in  600  all) 
(of  his)  experience,  a  single  boy  (of  the)  class  of  farm-laborers  [not  those 
who  own  farms,  but  mere  farm-laborers],  who  had  ever  risen  above  his 


WRITING    EXERCISES.  197 

class.     Those  from  the  manu-facturing  and  commercial  classes  had  risen 
frequently,  but  from  the  farm-laborer  class  (he  had)  never  known  one. 

The  reason  is  this :  (in  the)  aristocracies  (of  the)  Old  World  wealth 
and  society  are  built  up  like  the  strata  of  rock  which  compose  the  crust  (of 
the)  earth.  (If  a)  person  be  born  (in  the)  lowest  stratum  of  life,  (it  is) 
almost  impossible  for  him  to  rise  through  this  7°°  hard  crust  into  the  higher 
ranks ;  but  (in  this)  country  (it  is  not)  so.  The  strata  (of  our)  society 
resemble  rather  the  ocean,  (where  every)  drop,  even  the  lowest,  is  free  to 
mingle  (with  all)  others,  and  may  shine  (at  last)  (on  the)  crest  (of  the) 
highest  wave.  This  is  the  glory  (of  our)  country,  young  gentlemen,  and 
you  (need  not)  fear  that  (there  are)  any  ob-stacles  (which  will)  prove  too 
great  for  any  brave  heart.  (You  will)  recollect  what  Burns,  who  knew  all 
mean-ings  of  poverty  and  struggle,  (has  said)  in  homely  verse; 

Though  losses  and  crosses 

Be  lessons  right  800  severe, 
There's  wit  there  you'll  get  there 

You'll  find  no  other  where. 

One  thought  more  and  I  will  close.  (This  is)  almost  a  sermon,  but  I 
cannot  help  it,  for  the  occasion  itself  has  given  rise  to  the  thoughts  I  am 
offering  you.  (Let  me)  suggest  that  in  giving  you  being,  God  locked  up 
(in  your)  nature  certain  forces  and  capabilities.  (What  will  you)  do  with 
them  ?  Look  (at  the)  mechanism  (of  a)  clock.  Take  off  the  pendulum 
and  ratchet,  (and  the)  wheels  go  rattling  down,  and  all  its  force  is  ex- 
pended (in  a)  moment;  but  properly  balanced  and  regulated  9°°  (it  will) 
go  on  letting  out  its  force  (tick  by  tick),  measuring  hours  and  days,  and 
doing  faithfully  the  service  (for  which)  (it  was)  designed.  I  implore  (you 
to)  cherish  and  guard  and  use  well  the  forces  that  God  has  given  to  you. 
(You  may)  let  them  run  down  (in  a)  year  if  you  will.  Take  off  the  strong 
curb  of  discipline  and  morality,  and  (you  will  be)  an  old  man  before  your 
twenties  are  passed.  Preserve  these  forces.  (Do  not)  burn  (them  out 
with  brandy  or  waste  them  on  idleness  and  crime.  [Applause.]  (Do 
not)  destroy  them.  (Do  not)  use  "°°o  them  un-worthily.  Save  and  protect 
them,  (that  they)  may  save  for  you  fortune  and  fame.  Honestly  resolve  (to 
do)  this,  and  (you  will  be)  an  honor  to  yourself  (and  to)  your  country. 
[Applause.]  33—1033 


198  THE    NEW    RAPID. 


COMMERCIAL  LAW. 


INTRODUCTION. 

"  I.  EXISTENCE  OF  LAW. —  Law  (is  a)  di-rection  from  the  governing 
power  (of  a)  country  to  its  inhabitants,  telling  them  what  they  (must  or 
must)  not  do.  (It  is  thus  a)  rule  laid  down  (by  a)  higher  power, 
limit-ing  the  ab-solute  freedom  (of  the)  individual.  Every  civilized  nation 
has  its  system  of  written  law.  Even  half-civilized  nations  and  barbarous 
tribes  have  some  law,  sometimes  written,  and  sometimes  consisting  merely 
(of  the)  will  (of  a)  king  or  chieftain.  Thus  among  human  beings  (there  is 
a)  higher  authority  than  physical  force.  But  animals  are  without  law. 
(Each  one  is)  ab-solutely  free.  Am0ng  '°°  (them  the)  strongest  do  (as 
they)  please,  (and  the)  weak  ones  suffer  and  (have  no)  remedy. 

2.  ITS  NECESSITY. —  No   country   has    a    perfect    system    of    law  : 
human  law  cannot  deal  out  perfect  justice.     But  no  nation  could  exist  and 
be  civilized  without  a  system  of  some  sort.     Law  in  some  form  (will  be) 
necessary,  (as  long  as)  people  remain  less  than  perfectly  just  and  perfectly 
wise. 

3.  EACH  NATION  has  its  own  laws.     Those  laws  are  supreme  within 
its  own  boundaries,  and  (cannot  be)  af-fected  by  the  laws  (of  any)  other 
nation,  but,    (on  the)   (other  hand),  (they  have)   no  force  20°  outside  (of 
those)  boundaries.     Thus  the  laws  ot  England  govern  all  persons  and  all 
property  within  English  territory.     The  laws  of  France  govern  those  jn 
France..    And    though   the  systems  (of  the)  different  nations  upon  com- 
mercial law  have  many  similarities,  because  the  principles  of  justice  are 
always  the  same,  yet  in  many  particulars  they  widely  differ. 

But  the  laws  (of  a)1  country  do  effect  all  (who  are)  there,  whether 
(they  are)  citizens  (of  that)  country  or  of  (some  other).  Even  when 
merely  travel-ing  we  must  obey  the  laws  (of  the)  country  where  (we  are). 
So  also  (if  a)  citizen  (of  one)  3°°  country  has  property  (in  another),  in 
respect  to  that  property  (he  is)  governed  by  the  law  (of  the)  place  where 
(it  is)  situated. 


WRITING    EXERCISES.  1 99 

4.  THE  STATES  (of  our)   Union  are,  in  regard  to  most  law  which 
affects  the  private  actions  and  relations  of  men,  entirely  separate  and  inde- 
pendent  communities.     (In    that)   respect    (they    are)    like    independent 
nations.  (Each  has)  its  own  laws,  (which  have)  no  force   beyond  its  own 
boundaries.     Those  laws  affect  not  only  the  citizens  (of  that)  State  (but  all) 
people  who  happen  (to  be)  in  it,  and  they  affect  all  property  within  that 
state,  no  matter  where  its  400  owner  is. 

5.  SOURCES  OF  LAW. —  If  now,  consider-ing  any  particular  State,  we 
inquire  (what  are)  the  sources  of  its  law,  i.  <?.,  what  documents  and  books 
shall  we  examine  to  find  out  (all  the)  law  in  force  within  its  boundaries, 
we  find  that  in  each  State  (there  are)  five  sources  of  law,  viz.,  the  (United 
States)    Constitution,   the   laws   of  Congress,   the    State  Constitution,  the 
statutes  (of  the)  State,  and  (what  is)  called  the  common  law."     73—473     '• 


Hear  much  and  speak  little ;  for  the  tongue  is  the  instru- 
ment of  the  greatest  good  and  greatest  evil  that  is  in  the 
world. 


Forget  not  in  thy  youth  to  be  mindful  of  thy  end  ;  for 
though  the  old  man  cannot  live  long,  yet  the  young  man  may 
die  quickly. 


It  is  impossible  to  make  people  understand  their 
ignorance;  for  it  requires  knowledge  to  perceive  it;  and, 
therefore,  he  that  can  perceive  it  hath  it  not. 


200  THE    NEW    RAPID. 


KEY  TO  THE  SHORT-HAND  PLATES, 

COMBINATIONS,  Page  49. 

I. — mk,  fm,  kf,  fk,  ma,  ma,  mi,  mi,  mu,  2. — of,  ef,  uf,  af,  im,  om, 
em,  urn,  am.  3. — tm,  chm,  rm,  tf,  chf,  rf,  td,  chd,  rd,  rd.  4. — dm,  jm,  df, 
jf,  kd,  kj,  md,  mj,  fd,  fj.  5. — nz,  nv,  zv,  vz,  vv.  6.—  lp,  1.x,  \vp,  wx,  pi. 
7. — hx,  wth,  vl,  zp,  the.  8. — bm,  bn,  bf,  bv,  mb,  nb,  fb,  vb.  9. — gm,  gn, 
gk,  gz,  mg,  ng,  kg,  zg.  10. — sm,  sn,  sk,  sz,  sf,  sv,  sp,  si.  II. — ws,  xs,  Is, 
ps,  hs,  ths,  zs,  vs.  12. — In,  Iz,  Iv,  11,  lp,  Ih,  1th.  13. — whn,  whv,  whl, 
whp,  shp,  shx,  shv,  nsh.  14. — vzr,  kv,  mzr,  fnr,  fv,  kzr. 

WORDS,  Page  57. 

4. — tame,  time,  tone,  ten,'  tun,  chin,  chain,  chum.  5. — rain,  ream, 
run,  rove,  rave,  chief,  rough.  6. — write  or  right,  rote,  wrote,  read,  ride, 
rode,  reach,  rich,  tare  or  tar,  tore.  7. — match,  much,  might,  nut,  more 
mire,  catch,  rum.  8. — gain,  gone,  gun,  bin  or  been,  log,  pflg.  9. — face 
vise,  this,  vase,  pace  or  pass,  nice,  case,  piece.  10. — sale,  seal  or  sell,  sole 
will,  full,  well,  pole,  pale.  n. — these,  those,  has,  his,  wise,  woes,  was, 
nose,  foes.  12. — May  we  go  to-night  ?  He  will  see  them  to-night.  Let 
me  see  his  new  hat. 

DIPHTHONG  WORDS,  Page  59. 

2. — dawn,  walk,  fawn,  law,  pause,  cause.  3. — toy,  joy,  noise,  voice, 
foil,  coil,  boil,  loyal.  •  4. — how,  thou,  house,  dower,  mouse,  loud,  down, 
vow.  5. — tall,  toil,  towel,  Saul,  soil,  sour,  loyal.  6. — saw,  join,  howl, 
haul,  joys,  bow,  fall,  boys,  row. 

COALESCENT  "£,"  Page  61. 

I. — fry,  fro,  free,  from,  frame,  frog,  friend,  freeze.  2. — crane,  cry, 
crow,  crew,  crate,  cross,  crime,  crape.  3. — tree,  try,  tray,  true,  trim,  train, 
trip,  trail,  trill.  4. — dry,  dray,  drew,  drone,  dream,  drive,  drum,  drain, 

NOTE. — When  different  words  can  be  made  from  the  same  outline,  only  the  most 
common  are  given  in  the  key. 


KEY    TO    THE    SHORT-HAND    PLATES.  2OI 

droll.  5- — PT)  Prav»  price,  praise,  pride,  prove,  preach.  6. — gray,  grow, 
grew,  green,  grain,  groan,  grass,  grip.  7. — brim,  brain,  broom,  brave, 
breathe  or  breath,  brace  or  brass,  break,  bright.  8. — near,  more,  core,  care 
or  car,  sore,  dare,  door,  nor.  9. — near,  pier,  pour,  pare,  their,  nor,  power. 
10. — raise,  rose,  rise,  rack  or  rake,  rock,  reap,  ripe.  II. — here,  hear,  hire, 
hire,  fear,  fear,  for,  for. 

'%. 

HOOK  LETTERS,  Page  63. 

3. — best,  bell,  bill,  crib,  cab,  boast,  box.  4. — gone,  gather,  grove,  pig, 
log,  fog,  mug.  5. — beer,  beer,  bear,  gear,  rag,  rig,  rib,  robe.  6. — beg,  big,, 
brig,  gab,  grab,  beggar,  bugbear,  brag.  7. — beach,  bridge,  job,  badge, 
gauge,  jog,  jug,  gouge,  breach.  8 — dog,  drag,  daub,  labor.  II. — sick, 
sick,  sick,  look,  look,  look,  knock,  knock.  12. — rash,  cash,  fish,  wish, 
mash,  when,  where,  whether,  why. 

SENTENCES,  Page  65. 

I  will  not  do  as  you  said.  I  have  all  of  the  letters  which  he  wrote 
me.  Are  you  there  all  of  the  time  ?  Any  of  those  will  do.  Are  you  ever 
here  after  night  ?  Will  you  do  as  I  have  done  ?  After  all  I  do  not  like  to 
do  as  you  have  said.  All  of  which  is  as  you  have  said  to  us  each  time. 

LONG  CHARACTERS,  Page  69. 

I. — nine,  name,  noon,  seem  or  seen,  some,  same  or  sane,  sum,  vine. 
2. — vain,  viiin,  since,  seems,  names,  nuns,  vines.  3. — him,  home,  hem,, 
homes,  hens,  hint,  hunt,  hymns.  4. — win,  wane,  won,  wins,  went,  wont, 
wind,  winner.  5. — lime,  lean,  lone,  lame,  lines,  lanes,  lint,  lent.  6. — pin,, 
pen,  pun,  pan,  pens,  pins,  pint,  pent.  7. — thin,  then,  thumb,  than,  thence, 
throne,  throng,  theme.  8. — reason,  risen,  rosin,  raisin,  ripen,  raven,  thinner. 
9. — Jane,  Jane,  John,  John,  Jim,  Jim,  (the  short-hand  plate  illustrates  the 
two  ways  in  which  these  words  can  be  written),  chain,  chin,  rain,  run,  ream. 
10. — been,  bane,  boom,  bum,  gain,  gone,  gun,  shine,  shone,  shame,  whine, 
when,  whom.  II  and  12. — Home  one  sent  him  home.  They  went  down 
the  long  lane.  John  lent  them  some  pens.  13. — Simon,  seamen,  summon,, 
salmon,  gentleman.  14. — Lyman,  lemon,  woman,  women,  penman,, 
examine. 


202  THE    NEW    RAPID. 

SHORT  CHARACTERS,  Page' 73. 

2. — man,  mean,  mine,  moan,  mum,  can  or  came,  kin,  cone,  come,  fan 
or  fame,  fine,  foam,  fun.  3. — kind,  mind,  mend,  moons,  fans,  monk, 
manner,  miner,  Roman,  cans,  cones,  mink.  4. — in,  an,  on,  infer,  insane, 
invent,  inland,  anvil,  animate,  enforce.  5. — incense,  income,  empire, 
unfair,  consent,  concern,  (these  last  two  words  should  be  written  on  the  e 
position.  For  further  illustration  of  this  principle  see  line  1 1  on  page  117), 
contain,  contrive.  6. — time,  time,  ten,  tone,  tame,  tun,  times,  tunes,  teams, 
tinner,  tenor,  tuner,  tanner.  7. — dime,  dime,  deem,  dome,  dumb,  dimes, 
deems,  domes,  dinner,  donor.  8. — written,  ridden,  mitten,  fatten,  bitten, 
satin,  Morton,  pardon.  9. — trait,  tried,  treat,  trod,  tide,  tode,  teach,  touch, 
chat,  cheat,  reach.  10. — You  can  come  to  see  them  when  I  send  for  you. 
II. — The  moon  shines  in  the  summer  as  well  as  in  the  winter.  12. — We 
sent  them  home  some  time  ago.  13. — When  can  you  lend  me  your  pen  to 
sign  this  note?  14. — Learn  to  write  short-hand  for  to  save  time  is  to 
lengthen  life. 

SURFACE  CHARACTERS,  Page  77. 
I. — bite,  beat  or  bet,  boat,  bat  or  bad,  but,  get,  got  or  God,  gate,  greet, 
better.  2. — brought,  bright,  about,  gaiter,  grit,  greater,  bottle,  bottle,  battle. 
3- — shot  or  shod,  sheet,  should,  shade,  shout,  shred,  white,  wheat,  whittle, 
what.  4. — sold,  sailed,  held,  hold,  wield,  wild,  fault,  world,  (the  shade  in 
this  word  has  been  omitted  by  mistake).  5. — killed,  killed,  called,  called, 
•cold,  cold,  failed,  failed,  mold,  mold.  6. — mashed,  fished,  lashed,  wished, 
hushed,  cashed,  dashed,  dished.  7. — sty,  stow,  stay,  stew,  stray,  strew, 
straight,  street,  stout,  state.  8. — steam,  stone,  stove,  stave,  still,  steel, 
steep,  stir.  9. — most,  must,  mist,  cast,  fist,  fast,  first,  list.  10. — string, 
strung,  strap,  strike,  master,  muster,  pastor^  mister.  n. — out,  outline, 
outwork,  outset,  outside,  outlook,  outlaw.  12. — Last  year  they  lost  most 
all  of  their  wheat  by  the  storm.  13. — What  did  you  stand  in  the  street  for 
when  you  were  lost?  14. — We  bought  this  butter  when  out  west  last 
summer.  15. — State  what  you  have  to  say  first  about  the  system. 

SURFACE  CHARACTERS,  Page  81. 

I. — blow,  blue,  blame,  blame,  blind,  blend,  bless,  bliss,  black,  block, 
2. — blight,  bleat,  blot,  blood,  blade,   bleach,  blaze,  blunder,   blest,  blur, 


KEY    TO    THE    SHORT-HAND    PLATES.  203 

blank,  bloom.  3. — sable,  cable,  noble,  Mabel,  fable,  libel,  pebble,  Bible, 
gabble,  humble,  table.  4. — play,  plea,  ply,  please,  place,  pluck,  plate,  plot, 
plead,  .plod,  plaid  or  played.  5. — sample,  simple,  couple,  maple,  example, 
pledge,  plague,  plug,  chapel,  dimple,  steeple,  stripple.  6. — glee,  glow,  glue, 
gleam,  gleam,  glass,  gloss,  glide,  glade  or  glad,  glove,  glimmer, 
7. — single,  mingle,  legal,  giggle,  beagle,  bugle,  jingle,  jungle,  wrangle, 
tingle,  tangle,  joggle.  8. — clay,  clue,  claim,  clime,  class,  close,  clip,  cloth, 
•clean,  cleave.  9. — sickle,  sickle,  nickel,  fickle,  knuckle,  rascal,  local, 
wrinkle,  clash,  shekel,  chuckle.  10. — class,  glass,  please,  bless,  clean, 
gleam,  simple,  symbol.  II. — fly,  flea,  flew,  fling,  flock,  flies,  flung,  flax, 
fled,  flat.  12. — sinful,  painful,  fearful,  beautiful,  mindful,  muffle,  flash, 
flush,  careful,  ruffle,  shuffle.  13. — muscle,  thistle,  hustle,  tussle,  tinsel, 
•chisel,  fizzle,  weasel,  puzzle,  vessel.  14. — shall,  shell,  while,  wheel,  whole, 
whale,  shield  or  shelled,  whalHwme,  shrill,  owl,  oil.  15. — Please  place 
the  glass  on  the  table.  Blind  people  should  be  careful.  You  may  blow 
bubbles  while  I  fly  my  kite. 

COALESCENT  "  S,"  Page  85. 

I. — smoke,  small,  smear,  smile,  smuggle,  smash,  smolder,  (the  shade 
in  this  word  has  been  omitted  by  mistake),  smart,  smother.  2. — snow, 
snake,  snore,  snare,  snuff,  snug,  snatch,  snipe.  3. — skate,  skiff,  skip,  scan, 
scan,  sky,  score,  scowl,  scalp,  scold.  4. — sly,  slow,  slay,  slim,  sleep,  sling, 
slumber,  sled.  5. — spy,  spoon,  speak,  spoke,  spangle,  speed,  sponge,  spill. 
6. — stain,  stone,  stave,  stumble,  stifle,  stand,  sty,  stretch,  stage.  7. — sweat, 
sway,  swine,  swamp,  swimmer,  switch,  swell.  8. — squeeze,  square,  squirrel, 
squeal,  squab,  squirm,  squeak,  squall,  squire.  9. — spy,  spray,  spring,  spree, 
sprung,  sprang,  spite  or  spit,  speed.  10. — scream,  scrape,  script,  screen, 
scrub,  scribble,  scroll.  II. — spleen,  splice,  splint,  splendor,  splendid,  split, 
splatter,  splutter.  12. — stray,  strew,  straw,  strive,  stream,  strange,  stroll, 
sphere,  spherical.  13. — The  speaker  stood  on  the  stand  and  delivered  his 
speech.  14. — The  spy  who  was  a  Scotchman,  was  a  splendid  speaker. 
15. — The  sled  slid  down  the  long  slope  on  the  snow.  16. — The  spruce 
•was  sprinkled  with  spray  from  the  spring. 

THE  DOWNWARD  PRINCIPLE,  Page  89. 
I. — it,  at,  eat,  ode,  attain,  atone,  advance,  administer.     2. — address, 
admire,  admit,  advent,  advice  or  advise,  attend,  atmosphere.     3. — its  or  it, 


204  THE    NEW  RAPID. 

is,  idle  or  it  will,  iterate,  edifice,  educate,  odor  or  other,  intimate,  intend, 
and,  end.  4. — pirate,  create,  vacate,  locate,  parade,  Ida,  Edwin.  5. — would, 
word,  had,  heard,  words,  with  or  wide,  ward,  would  be,  would  not. 
6. — pet,  pot,  paid,  pert,  port,  impart,  import.  7. — mixed,  fixed,  boxed,  taxt, 
that,  thought,  that  is,  thread.  8. — reward,  inward,  downward,  backward,, 
seaward,  upward,  wayward,  afterward.  9. — interfere,  interview,  intermit, 
interest,  interpose,  intervene,  interior.  (For  explanation  of  double  r  see 
line  3,  page  99.)  10. — under,  underline,  underrate,  understand,  under- 
stood, undergo,  undertake,  undertone.  II. — enter,  entertain,  entertainment, 
long-hand,  child,  children.  12. — It  would  be  better  for  you  to  send  that 
afterwards.  13. — I  thought  that  he  had  to  go  with  Edward.  14. — We 
send  herewith  the  goods  ordered  by  you  on  the  loth. 

EXPEDIENT  PRINCIPLES,  Page  93. 

I. — sides,  seeds,  sends,  needs,  mitts,  mats,  reads,  writes  or  rides. 
2. — lights,  leads,  loads,  lends,  ponds,  pets,  cats,  cats,  coats.  3. — deeds, 
dates,  cheats,  jets,  letters,  lighters,  moods  or  modes,  meters,  writers,  writers. 
4. — dispise,  despair,  dispose,  disjoin,  dislike,  disorder,  dispatch,  disdain. 
5- — disparage,  (for  explanation  of  the  ending  age  see  line  I,  page  121),. 
disregard,  disprove,  disadvantage,  distress,  discipline,  displease.  6. — little, 
ladle,  model,  settle,  medal,  peddle,  needle,  middle.  7. — spindle,  brindle,. 
dwindle,  bundle,  handle  sandal,  gentle.  8. — tattle,  title,  kettle,  riddle, 
until,  settler,  peddler,  saddler,  meddler.  9. — path,  pith,  moth,  hath,  lath, 
sloth,  faith,  therewith,  Smith.  10. — leather,  weather,  father,  together,, 
neither,  another,  mother,  smother,  n. — death,  cloth,  breath,  both,  length, 
wealth,  earth,  rather.  12. — behind,  below,  beneath,  beseech,  beside,  befall^ 
betime,  beheld.  13. — dale,  delay,  deep,  depot,  defame,  denounce,  detain. 
14. — ledge,  large,  lodge,  largest,  legislate,  knowledge,  college.  15. — gashf 
gush,  clash,  English,  bush,  brush,  bashful,  plush,  establish,  publish. 
1 6. — half,  hope,  happiness,  hive,  heaven,  however.  (NOTE. — It  is  best  to- 
write  the  word  hown'er  below  the  line.) 

PRACTICAL  WORDS,  Page  97. 

I. — am  or  an,  and,  as,  at,  are,  all,  after,  any,  address,  always,  although,, 
another.  2. — among,  ah  or  awe,  been,  but,  belief,  business,  before. 
3. — because,  between,  day,  did,  don't,  down,  dear  sir,  each,  every,  end. 


KEY   TO   THE   SHORT-HAND    PLATES.  205 


4. — even,  from,  fact,  four,  first,  full,  God,  gate,  given.  5. — gave,  good,  had, 
heaven,  half,  how,  hope,  happiness,  however.  6. — heard,  honest,  I,  in,  is, 
it,  into,  if,  just,  gentleman,  general.  7. — can,  come,  care,  could,  case, 
kingdom,  love,  large,  Lord,  largest.  8. — life,  long,  little,  look,  much, 
more,  man,  Mr.  9. — most,  mind,  make,  know  or  no,  never,  nor,  not, 
next.  lo. — noon  or  known,  off,  or,  on,  other,  out,  our,  ever,  owe,  owed, 
owing.  II. — order,  please,  people,  pleasure,  part,  person-,  president, 
reason.  12. — right  or  write,  rather,  shall,  sir,  state,  should,  still,  special, 
succeed,  speak.  13. — such,  to,  the,  true,  there,  that,  this,  thought,  them, 
truth,  time,  think.  14. — to  do,  to-day,  your,  us,  use,  under,  upon,  with, 
will,  why,  who.  15. — which,  what,  when,  where,  would,  were,  whether, 
world,  whatever,  whichever,' whenever,  whosoever.  16. — within,  without, 
work,  yet,  young,  yes,  yes  sir. 

NOTE. — The  word  act  should  be  included  in  this  list  of  words.  It  is  written  by 
drawing  the  stroke  a  upwards  and  turning  the  hook,  enlarged,  on  the  under  side. 
This  outline  is  also  used  for  acted. 

DOUBLE  LETTERS,  Page  99. 

I. — peep,  pipe,  paper,  pepper,  pipes,  people,  proper.  2. — did,  dead, 
•died,  deed,  needed,  faded,  seated,  loaded.  3. — nearer,  dearer,  barrier, 
carrier,  rear,  rare,  roar.  4. — moment,  minimum,  momentum,  monument, 
memento,  mammon,  mammoth.  5. — noses,  cases,  masses,  pieces,  vases, 
prices.  6. — system,  sustain,  suspend,  suspense,  suspect,  susceptible. 
7. — resist,  desist,  consist,  persist,  resist,  insist,  system. 

VOWEL  WORDS,  Page  99. 

8. — aid,  ail,  aim,  air,  answer,  art,  article,  ash,  author.  9. — able  or 
apple,  ample,  (NOTE. — These  two  words  are  exceptions  to  the  rule  of 
always  using  the  hook  on  the  under  side  for  k.  It  must  be  remembered, 
however,  that  these  two  words  are  the  only  ones  that  are  written  in  this 
manner),  angle,  at,  and,  ax,  awl,  aught.  10. — it,  in,  it,  icy,  idle,  isle,  itch, 
imp,  ice.  II. — eat,  ease,  east,  ebb,  edge,  egg,  elm,  end,  enter.  12. — oak 
or  oath,  ode,  other,  of  all,  ooze,  orb.  13. — under,  use,  useful,  usher,  urn, 
our,  out,  owl,  oil.  14. — ado,  ago,  agree,  obey,  issue,  eyesight,  into,  unto, 
annoy. 


206  THE    NEW   RAPID. 

THE  "F"  ENDINGS,  Page  103. 

I. — many,  penny,  company,  sunny,  testimony,  matrimony.  2. — mock- 
ery, masonry,  glory,  hurry,  theory,  marry.  3. — mighty,  pity,  vanity,, 
humanity,  Sunday,  lady,  Monday.  4. — wintry,  sentry,  country,  sundry, 
laundry,  boundary.  5.— reasy,  pansy,  noisy,  posy,  rosy,  tansy,  heresy. 
6. — misty,  pasty,  hasty, .  thirsty,  honesty,  ministry,  mastery.  7. — folly* 
Nelly,  nearly,  holy,  lily,  deadly,  neatly.  8. — sinfully,  painfully,  carefully, 
thoughtfully,  dreadfully,  awfully,  lawfully.  9. — thereby,  whereby,  hereby, 
nobody,  somebody,  anybody,  everybody.  10. — nobly,  variably,  probably, 
reasonably,  simply,- indispensably.  II. — nobility,  legibility,  ability,  possi- 
bility, advisability,  probability,  penetrability.  12. — dignify,  personify, 
verify,  terrify,  amplify,  specify.  13. — knowing,  reading,  seeing,  lining, 
reasoning,  something,  everything.  14. — meetings,  meanings,  drawings, 
buildings,  some  things,  few  things.  15. — Washington,  Covington,  Lex- 
ington, Huntington,  Birmington,  Wellington.  16. — knowingly,  laughingly, 
admiringly,  lovingly,  willingly,  exceedingly. 


THE  "SHUN"  ENDINGS,  Page  in. 

I. — nation,  motion,  notion,  mansion,  vision,  passion.  2. — position, 
disposition,  deposition,  resolution,  solution,  pollution.  3. — physician,  revo- 
lution, revelation,  conversation,  suppression,  expression.  4. — nations, 
motions,  fashions,  notions,  visions,  portions,  mansions.  5. — national, 
notional,  international,  intentional,  devotional,  occasional.  6. — temptation, 
limitation,  notation,  plantation,  lamentation,  penetration.  7. — foundation, 
sedition,  perdition,  condition,  commendation,  laudation.  8. — association, 
appreciation,  pronunciation,  denunciation,  substantiation,  negotiation. 
9. — sufficient,  transient,  deficient,  efficient,  proficient,  ancient.  10. — finan- 
cial, facial,  special,  partial,  commercial,  social.  II. — finish,  furnish,  van- 
ish, tarnish,  punish,  banish.  12. — lavished,  punished,  varnished,  tarn- 
ished, furnished.  13. — declaration,  preparation,  celebration,  generation, 
veneration,  admiration,  remuneration.  14. — oration,  ocean,  civilization, 
legislation,  representation,  congratulation,  enunciation.  15. — emancipa- 
tion, proclamation,  demonstration,  devastation,  regulation,  determination, 


KEY    TO   THE   SHORT-HAND    PLATES.  207 

estimation,  consolation,  constitution.  16. — con-demnation,  com-munication  f 
con-gregation,  con-tamination,  con-glomeration,  con-templation,  con-sid- 
eration. 

PREFIXES,  Page  117. 

I. — accommodate,  accommodated,  accompany,  accomplish,  accom- 
plishment, accountant.  2. — discommode,  disconnected,  disconsolate,  dis- 
content, discontented,  discontinue.  3. — inconvenience,  incomprehensible, 
incomplete,  inconsistent,  incompetent.  4. — misconceive,  misconduct,  mis- 
construe, miscomprehension,  misconstruct.  5. — noncontent,  nonconforming, 
noncontributing,  nonconductor.  6. — preconceive,  preconception,  precon- 
trive,  preconsider,  precondemn.  7. — recommend,  recompense,  reconcile, 
recognition,  recognize.  8. — selfconfidence,  selfconsidering,  selfcontrol, 
selfconviction.  9. — uncontrollable,  unconcern,  (the  shade  in  this  word  has 
been  ommitted  by  mistake),  unconditional,  uncompromising,  unconsciously. 
10. — circumnavigate,  circumscribe,  circumvent,  circumference.  II. — con- 
sent, convene,  command,  contrive,  contrast.  12. — remain,  remind,  retain, 
reliance,  refuse,  relate.  13. — selfmade,  selfsame,  selfevident,  selfish, 
selfwilled.  14. — transmit,  translation,  transverse,  transform,  transparent. 
15. — access,  occasion,  accent,  occupation,  accept.  16. — inaccessible, 
inactivity,  inocculation,  inaction,  inaccuracy,  inactuation. 

SUFFIXES,  Page  121. 

I. — village,  advantage,  postage,  message,  manage,  courage,  savage. 
2. — summary,  primary,  missionary,  literary,  dispensary,  dictionary. 
3. — stenograph,  paragraph,  lithograph,  autograph,  stenographical,  bio- 
graphical. 4. — manhood,  childhood,  sisterhood,  neighborhood,  boyhood, 
knighthood.  5. — government,  amendment,  advancement,  employment, 
experiment,  lodgment.  6. — geography,  (to  write  this  word  phonetically  it 
should  be  written  with  a  j  instead  of  a  g),  biography,  stenography, 
zoography,  phonography,  photography.  7. — theology,  physiology,  mytho- 
logy, chronology,  phrenology,  theological.  8. — vanquish,  anguish,  lan- 
guish, (this  outline  is  also  employed  for  the  word  language],  distinguish, 
relinquishment,  extinquishment.  9. — adhesive,  comprehensive,  expensive. 
10. — friendship,  lordship,  hardship,  workmanship,  worship.  II. — relative, 
affirmative,  native,  declarative,  deliberative,  remunerative.  1 2. — attentive- 


208  THE    NEW   RAPID. 

ness,  comparativeness,  primitiveness,  defectiveness,  attentively.  13. — dedi- 
catory, interrogatory,  declamatory,  victory,  exclamatory,  explanatory. 
14. — solitude,  magnitude,  vicissitude,  gratitude,  multitude,  latitude, 
{NOTE. — Words  ending  in  titte,  as  institute,  destitute,  etc.,  can  be  ex- 
pressed by  the  double  t  or  d  stroke).  15. — evacuation,  graduation,  insinu- 
ation, continuation,  (for  principle  of  omitting  an  initial  syllable  see  Apher- 
esis,  page  133),  punctuation,  situation.  16. — himself,  yourself,  themselves, 
ourselves,  herself. 

NOTE. — The  «  is  detached  to  express  the  suffixes  nificent  and  ntftcance,  as  in  the 
"words  magnificent,  significance  and  beneficent. 

TERMINATION  PRINCIPLE,  Page  129. 
2. — selection,  election,  collection,  recollection,  reflection,  inflection, 
affliction.  3. — subjection,  ejection,  rejection,  injection,  projection,  inter- 
jection. 4.— benefaction,  perfection,  specification,  gratification,  versification, 
modification,  qualification.  5. — detraction,  subtraction,  protraction,  attrac- 
tion, distraction,  retraction.  6. — direction,  correction,  resurrection,  insur: 
rection,  erection,  detection,  protection.  7. — restriction,  instruction,  destruc- 
tion, obstruction,  construction,  inspection.  8. — prediction,  benediction, 
production,  introduction,  contradiction,  reduction,  deduction.  10. — pro- 
tected, protecting,  protection,  protective,  convicted,  convicting,  conviction. 
II. — objected,  objecting,  objection,  objective,  objections,  objectionable. 
12. — instructed,  instructing,  instruction,  instructive,  instructions,  destructive, 
constructive.  13. — recollections,  interdictions,  connections,  reflections, 
avocations,  conjunctions,  modifications.  14 — edification,  personification, 
{the  shade  in  this  word  is  omitted),  amplification,  signification,  rarefaction, 
manufacture.  15. — conflicted,  conflicting,  suspecting,  inspecting,  inspection, 
retrospection. 

POSITIVE  AND  NEGATIVE  WORDS,  Page  133. 

I. — legal,  illegal,  moral,  immoral,  lawful,  unlawful.  2. — ability, 
inability,  sufficient,  insufficient,  fit,  unfit.  3. — clean,  unclean,  certain,  un- 
certain, safe,  unsafe.  4. — seen,  unseen,  wise,  unwise,  sound,  unsound. 
5. — equal,  unequal,  sealed,  unsealed,  modest,  immodest.  6. — acquainted, 
unacquainted.  7. — improper,  disjoined,  unjust,  illmannered,  dislike,  untrue, 
disorder.  8. — disprove,  misjudge,  mistrust,  unable,  insane,  misunder- 
standing. 


KEY  TO  THE  SHORT-HAND    PLATES.  209 

APHERESIS,  Page  133. 

9. — according,  accordingly,  acknowledge  or  knowledge,  occasion, 
affirmative,  information,  allow.  10.— ralone,  about,  alive  or  live,  amend- 
ment, adjustment,  enjoin  or  join,  enjoyment,  n. — employ,  employment, 
inclose  or  close,  entitle  or  title,  amount,  account,  engage  or  gage. 
12. — Can  I  go  along?  The  man  went  away.  One  year  ago  I  was  em- 
ployed by  that  company.  What  is  your  name,  age  and  occupation  ?  He 
assisted  me  on  that  occasion. 

APPROVED  OUTLINES,  Page  135. 

I. — seek,  secure,  second,  secured,  sacrifice,  civil,  save.  2. — receive, 
soft,  sever,  suffer,  safer,  seize,  size.  3. — solemn,  silent,  sullen,  silence, 
solemnity.  4. — repeat,  repeated,  repaid,  repute,  reputed,  report,  reported' 
reporter.  5- — prayer,  prior,  spare,  owner,  spear,  for,  power.  6. — live,  love, 
lesson,  lever,  laugh,  loaf,  leather,  flocks.  7. — frequent,  subsequent,  con- 
sequence, acquainted,  acquired,  young.  8. — always,  although,  also,  almost, 
already,  altogether.  9. — whalebone,  approximation,  preordination,  alle- 
gory, disgrace,  dictated.  10. — form,  deform,  transform,  inform,  uniform, 
reform,  formation,  perform,  transformation.  II. — within,  therein,  herein, 
wherein,  thereon,  whereupon.  12. — hereto,  hereat,  hereafter,  hereby,  hereto- 
fore, hitherto,  hereinto.  13. — thereto,  thereat,  thereafter,  thereby,  therewith, 
thereinto.  14. — whereas,  whereby,  wherefore,  whereof,  whereto,  wherever, 
wherewith,  whereat.  15. — everlasting,  evermore,  everything,  everytime, 
everyone,  every  where,  everybody,  everyway.  16. — anything,  anytime,  any- 
body, anyway,  anywhere,  anyday,  everyday,  anythingelse,  everythingelse. 

REPORTING  FORMS,  Page  139. 

I. — satisfy,  satisfied,  satisfaction,  satisfactory,  dissatisfy.  2. — circum- 
stance, circumstances,  circumstantial,  circumstantially.  3. — success, 
successfully,  unsuccessful,  successive.  4. — necessary,  necessaries,  neces- 
sarily. 5. — necessity,  necessities,  necessitated,  necessitating.  6. — one, 
some  one,  once,  no  one,  every  one.  7. — opportunity,  opportunities,  oppor- 
tunely. 8. — practical  or  practically,  practicable  or  practicably,  practica- 
bility, impractical  or  impractically.  9. — appropriate,  appropriating,  appro- 
priated, appropriation.  10. — question,  questions,  questionable,  questioning  > 


210  THE    NEW    RAPID. 

unquestionably,  n. — character,  characters  or  characterize,  characteristic, 
characterization.  12. — change,  changes,  exchange,  interchange,  change- 
able. 13. — charge,  charges,  charging,  discharge.  14. — judge,  judging, 
judges,  judgment,  judgeship.  15. — church,  churches,  churchyard,  church 
of  God. 

PHRASEOGRAPHY,  Page  141. 

I. — as  soon  as,  as  far  as,  as  near  as,  as  well  as,  as  few  as,  as  many  as, 
as  much  as.  2. — as  good  as,  as  great  as,  as  long  as,  as  little  as,  as  fast  as, 
as  such  as,  (NoTE. — For  the  sake  of  phrasing  it  is  best  to  omit  the  j  in  the 
word  sucA),  as  large  as.  3. — you  will,  it  will,  he  will,  we  will,  they  will, 
there  will,  that  will.  4. — where  will,  what  will,  who  will,  it  will  be,  they 
will  be,  that  will  be,  he  will  be,  you  will  be,  there  will  be.  5- — we  are» 
you  are,  who  are,  what  are,  when  are,  they  are,  are  not,  are  as,  are  all. 
6.— he  had,  we  had,  you  had,  they  had,  there  had,  that  had,  we  would,  you 
would.  7. — may  be,  not  be,  shall  be,  to  be,  will  be,  should  be,  can  be," 
would  be.  8. — they  have,  you  have,  we  have,  where  have,  who  have, 
there  have.  9. — have  been,  we  have  been,  there  have  been,  you  have 
been,  I  have  been.  10. — has  been,  it  has  been,  what  has  been,  there  has 
been,  that  has  been.  II. — had  been,  we  had  been,  there  had  been,  you 
had  been,  it  had  been,  he  had  been.  12. — shall  not,  should  not,  cannot, 
do  not,  was  not,  would  not,  you  have  not.  13. — of  the,  on  the,  in  the, 
with  the,  that  the,  or  the,  can  the,  have  the.  14. — of  that,  on  that,  then 
that,  so  that,  for  that,  hear  that,  see  that.  15. — as  well  as  to,  as  near  as  to, 
so  as  to,  as  soon  as  to,  as  much  as  to,  as  far  as  to,  as  good  as  to.  1 6. — ought 
to  be,  ought  to  have,  ought  to  have  been,  ought  to  have  had,  ought  to  have 
been  there,  ought  to  have  done. 

PHRASEOGRAPHY,  Page  143. 

I. — have  not  been,  has  not  been,  had  not  been,  we  have  not  been,  it  has 
not  been.  2. — is  it  or  is  to,  as  it  or  as  to,  us  to  or  us  it,  is  it  as,  as  it  is,  us  it  is, 
is  as,  as  is.  3. — all  the  or  all  that,  all  that  will,  all  that  is,  all  the  things,  will 
the  or  will  that,  will  that  be,  will  not  be.  4. — of  all  the,  are  all  the,  one 
of  the,  you  shall  have,  you  should  have  been,  United  States,  United  States 
of  America.  5. — day  by  day,  ever  and  ever,  each  to  each,  over  and  over, 
more  and  more,  time  and  time,  higher  and  higher.  6. — by  and  by,  better 


KEY   TO   THE    SHORT-HAND  PLATES.  211 

and  better,  nearer  and  nearer,  again  and  again,  hour  by  hour,  place  to  place, 
out  and  out.  7. — hand  in  hand,  hand  over  hand,  day  by  day,  day  after  day, 
year  by  year  or  year  to  year,  year  after  year.  8. — more  or  less,  sooner  or 
later,  greater  or  less,  one  or  the  other,  day  in  and  day  out.  9. — one  by  one, 
two  by  two,  three  by  three,  four  by  four,  one  or  two,  year  or  two,  hour  or 
two.  10. — to  the,  from  the,  for  the,  by  the,  as  the  or  is  the,  or  the,  upon 
the,  that  the,  had  the.  II. — to  you,  are  you,  will  you,  do  you,  did  you, 
if  you,  have  you,  have  you  been.  12. — Please  state  whether  or  not  you 
would  have  been  there  at  that  time  had  it  not  been  for  me.  13. — You 
ought  not  to  have  been  so  certain  of  success  under  the  circumstances. 

SHORT-HAND  NOTATION,  Page  159. 

I — two  hundred,  three  hundred,  four  hundred,  five  hundred,  six 
hundred,  seven  hundred,  eight  hundred.  2. — one  thousand,  two  thousand, 
three  thousand,  four  thousand,  five  thousand,  six  thousand,  seven  thousand. 
3. — two  million,  three  million,  four  million,  six  million,  seven  million,  nine 
million,  ten  million.  4. — three  hundred  and  eighty-four  thousand,  six 
hundred  and  twenty-three  million,  five  hundred  thousand,  five  million 
eight  hundred  and  forty-two  thousand.  5- — two  dollars,  three  dollars,  four 
dollars,  five  dollars,  six  dollars,  seven  dollars,  eight  dollars.  6. — one 
hundred  dollars,  two  hundred  dollars,  three  thousand  dollars,  four  thousand 
dollars,  five  million  dollars,  six  million  dollars,  seven  million  dollars. 
7. — two  hundred  and  sixty  thousand  dollars,  nine  hundred  thousand  dollars, 
nine  hundred  thousand  dollars,  four  million  three  hundred  and  sixty-nine 
dollars.  8. — four  pounds,  seven  pounds,  nine  pence,  ten  pence,  three 
shillings,  six  shillings,  seven  shillings.  9. — four  hundred  pounds,  five 
thousand  pounds,  seven  thousand  pounds,  nine  million  pounds,  six  million 
pounds,  four  hundred  and  eighty- four  pounds.  10. — two  minutes,  three 
minutes,  four  minutes,  five  minutes,  six  minutes,  seven  minutes,  eight 
minutes,  n. — one  o'clock,  two  o'clock,  three  o'clock,  four  o'clock,  four 
minutes  past  ten  o'clock,  four  thirty  o'clock.  12. — three  or  four,  four  or 
five,  five  or  six,  six  or  seven  hundred,  seven  or  eight  thousand.  13. — two 
and  three,  three  and  four,  four  and  five,  five  and  six  times.  14. — one-half, 
one-third,  one-fourth,  one-fifth,  one-sixth.  15. — one-tenth,  one-twelfth, 
one-fourteenth,  four  and  one-twelfth,  four  and  one-half.  16. — two  hours, 
three  days,  four  months,  five  years,  two  hundred  years,  four  thousand  years. 


212  THE    NEW    RAPID. 

BUSINESS  LETTER,  Page  161. 

Cleveland,  O.,  May  16,  1889. 
Mr.  Thomas  Downs, 

Rochester,  N.  Y. 

Dear  Sir :  We  are  sorry  to  say  that  it  is  wholly  out  of  our  power  to 
execute  your  entire  order  of  the  loth  inst.  There  is,  just  now,  such  a 
pressing  demand  for  this  class  of  gouds  that  we  are  unable  to  manufacture 
them  in  sufficient  quantity  to  satisfy  the  demands  of  our  correspondents. 
We  have,  however,  done  the  best  we  can  for  you  under  the  circumstances, 
and  in  about  ten  days  will  be  in  a  position  to  complete  the  balance  of  your 
order.  We  enclose  a  list  of  the  items  we  are  able  to  supply  at  the  present 
time.  Please  advise  us  whether  we  shall  ship  these  at  once  or  retain  them 
until  the  remaining  portion  of  the  order  is  executed. 

Regretting  our  inability  to  comply  with  your  orders  in  a  more  satis- 
factory manner,  and  assuring  you  that  we  shall  use  our  earnest  endeavors 
to  occasion  you  as  little  disappointment  in  the  future  as  possible,  we 
remain, 

Yours  respectfully, 

Norton  &  Saunders. 

COURT  NOTES,  Page  185. 

Thomas  R.  Tompkins,  a  witness  for  the  plaintiff,  being  duly  sworn, 
testifies  as  follows  : 

Direct  examination  by  Mr.  John  Prentiss : 

Q.  Please  state  your  place  of  residence  ?  A.  205  State  Street,  New 
York  City. 

Q.  What  is  your  name,  age  and  occupation  ?  A.  Thomas  R. 
Tompkins,  49  years.  I  am  a  dealer  in  real  estate. 

Q.  How  long  have  you  been  engaged  in  this  business  ?  A.  For  about 
15  years. 

Q.  Please  state  whether  you  have  resided  in  N.  Y.  during  these  15 
years.  A.  Yes,  sir,  with  the  exception  of  2  years  which  was  spent  in  the 
West. 

Q.  Will  you  state  whether  you  have  been  borrowing  large  sums  of 
money  during  these  1 5  years  for  the  purpose  of  carrying  on  your  business  ? 

Objected  to  as  irrelevant.  Objection  overruled.  You  may  answer  the 
coiestion. 

A.     No,  sir,  I  have  not. 

Q.  Did  you  mean  to  say  that  you  have  never  borrowed  money  for 
this  purpose  ?  A.  No,  sir,  I  did  not.  I  borrowed  nine  thousand  dollars 
from  my  brother,  but  that  was  in  the  year  '69,  which  was  previous  to  my 
engaging  in  the  real  estate  business. 

Q.  What  was  your  business  at  this  time  ?  A.  I  was  at  that  time  a 
farmer. 

Q.     Will  you  please  state  your  reason  for  spending  2  years  in  the  West? 


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